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3
Nearly two thousand years ago Peter, the chief
apostle, addressed the elders of the Church in that
day. He said:
.../... am also an elder, and a witness of the
sufferings of Christ, and also a partaker of the glory
that shall be revealed.
Then he said to the elders,
Feed the flock of God . . . being ensamples to
the flock.
Be sober, be vigilant; because your adversary the
devil, as a roaring lion, walketh about, seeking whom
he may devour:
Whom resist stedfast in the faith, knowing that
the same afflictions are accomplished in your breth-
ren that are in the world. (7 Peter 5:1-3, 8-9.)
These quotations give an insight into the troubles
they had in that day.
RESPONSIBILITY
OF THE PRIESTHOOD
'**» . iinJ(M*""*W<W^
Art by Dale Kilbourn.
by President David 0. McKay
A great responsibility rests upon the priesthood of
this Church to teach the truths of the Gospel.
The members should be aroused to the realization
that the enemies of truth are just as active today
as they were when two powers stood before the
Creator and each presented his plan, and when
Christ was on earth and was tempted on the mount.
Testimony That Came From Home
The older I grow the more grateful I am for my
parents, for their example in the old country home.
Both Father and Mother lived the Gospel.
I realize, as perhaps never before, that my testi-
mony of the reality of the existence of God dates
back to that home when I was a child, and it was
through my parents' teachings and their example
that I received as a child the absolute knowledge that
God is my Father; that I received then the knowl-
edge of the reality of the spiritual world; and I
testify that it is so, that it is a reality.
It is easy for me to accept as a divine truth the
fact that Christ preached to the spirits in prison
while His body lay in the tomb. His body was silent;
His spirit was in the spiritual realm with His Father.
It is true!
(For Course 5, lesson of June 6, "Heavenly Father and Jesus
Christ"; for Course 9, lesson of June 25, "A Leader Honors His
Parents"; for Course 13, lesson of July 23, "Testimony"; for Course
15, lesson of July 2, "Alma and Amulek"; for Course 29, lesson of
July 2 and 16, "True Church, A Missionary Church" and "His
Many Mansions"; to support family home evening lessons 14 and 18;
and of general interest.)
It is just as easy for me to realize that one may
so live that he may receive impressions and direct
messages through the Holy Ghost. The veil is thin
between those who hold the priesthood and those
on the other side of the veil. That testimony began
in the home of my youth because of the example of
a man — a father who lived the priesthood — and his
wife, who sustained him and lived it in the home.
I do not know that Peter had that in mind par-
ticularly when he mentioned being an example to
the flock, but I know that such a home is a part
of that flock. The influence you spread in your home
will go throughout the town, will go throughout the
country, the wards, and the stakes.
My testimony was increased and strengthened
through the training and teaching I received in the
auxiliary organizations and priesthood quorums of
the Church.
By Those in Authority
The most precious thing in the world is a testi-
mony of the truth. Truth never grows old, and the
truth is that God is the source of your priesthood
and mine.
May 15 marks the anniversary of the restoration
of the Aaronic Priesthood. On that day, in the year
1829, John the Baptist came to earth as a heavenly
messenger and conferred this authority upon Joseph
Smith and Oliver Cowdery. John, the son of Zach-
{Concluded on following page.)
MAY 1 967
173
RESPOMSIBIUTY OF THE PRIESTHOOD (Concluded from preceding page.)
arias, was probably the last among the Jews to hold
the keys of the Aaronic Priesthood, which continued
among the children of Israel from the time that Moses
and the higher priesthood were taken from their midst
until the coming of Christ in the meridian of time.
From the standpoint of direct authority, therefore, it
is highly fitting that John should be the messenger
to restore this authority in this dispensation. He
held it not only by right of lineage, but also by
special ordination when he was eight days old.
This question of divine authority is one of the
important factors which distinguish the Church of
Jesus Christ from the Protestant creeds of Christen-
dom. In plain, unmistakable terms, the Church de-
clares that "a man must be called of God, by proph-
ecy, and by the laying on of hands, by those who
are in authority to preach the Gospel and admin-
ister in the ordinances thereof." (Fifth Article of
Faith.) In this declaration, the Church but reiter-
ates the words of one who bore Christ's authority in
the meridian of time, and who, in writing upon this
very question said, "And no man taketh this honour
unto himself, but he that is called of God, as was
Aaron.** (Hebrews 5:4.)
The Order and Will of Christ
Herein lies one secret of the strength of this
great latter-day work. Its origin consists not in the
whims, the desires, or the aspirations of men, but
in the order and the wiU of Christ Himself, the
author of our eternal salvation. If one man could
assume the right to speak in the name of the Lord,
other men would have the same privilege. If these
many men all presumed to say, "Thus saith the
Lord," yet did not see eye to eye on important ele-
ments of God's kingdom, the inevitable result would
be confusion, and sincere men and women would be
driven from, not attracted to, Christ's Church; yet
these eventually would be made to suffer for not
having obeyed the principles of life and salvation.
Yet the real cause of their failure to accept these
eternal principles would be the fact that unauthor-
ized men arrogated to themselves the right to offi-
ciate in things pertaining to God. Herein lies
the explanation of the discordant condition existing
among jarring creeds in the so-called Christian
world today. Men who have no right to do so are
officiating in the name of Christ. The result, of
course, is confusion. Whatever else may be said of
the Prophet Joseph Smith, the strength of his posi-
tion in regard to divine authority must be recog-
nized.
If the world could but realize the full significance
of the angel John's visit to earth, May 15, 1829,
multitudes who are praying for the kingdom of God
to be established among men would gratefully join
in the commemoration of that heavenly manifesta-
tion. Their souls would respond to the ecstatic joy
that Oliver Cowdery expresses in his description of
the event as follows:
. . . On a sudden, as from the midst of eternity,
the voice of the Redeemer spake peace to us. While
the veil was parted and the angel of God came down
clothed with glory, and delivered the anxiously
looked for message, and the keys of the gospel of
repentance. What joy! what wonder! what amaze-
ment! While the world wa^ racked and distracted —
while millions were groping as the blind for the
wall, and while all men were resting upon uncertain-
ty, as a general mass, our eyes beheld, our ears
heard, as in the "blaze of day"; yes, more — above
the glitter of the May sunbeam, which then shed its
brilliancy over the face of nature! Then his voice,
though mild, pierced to the center, and his words,
"/ am thy fellow servant"; dispelled every fear. We
listened, we gazed, we admired! 'Twos the voice of
an angel, from glory, 'twas a message from the Most
High! And as we heard we rejoiced, while His love
enkindled upon our souls, and were wrapped in the
vision of the Almighty! Where was room for doubt?
Nowhere; uncertainty had fled, doubt had sunk, no
more to rise, while fiction and deception had fled
forever!^
Who Stands at the Head of The Church?
Christ did not confer the Aaronic Priesthood
direct, but recognized John the Baptist, by whose
authority Jesus Himself had been baptized; and in
the case of the Melchizedek Priesthood, this was
restored through Peter, James, and John, unto
whom Christ Himself had given authority when He
established His Church at Jerusalem.
Jesus the Christ is the source of the power of
the priesthood. As long as members of the priest-
hood merit the guidance of Christ by honest and
conscientious dealing with their fellowmen by resist-
ing evil in any of its forms, by the faithful perform-
ance of duty, there is no opposing power in this
world which can stay the progress of the Church
of Jesus Christ.
Jesus Christ, the great high priest, stands at
the head of this Church, and every man who holds
the priesthood, if he lives properly, soberly, indus-
triously, humbly, and prayerfully, is entitled to the
inspiration and guidance of the Holy Spirit.
God help us to defend the truth — better than
that, to live it. Exemplify it in our homes. What
we owe to our parents we cannot express. Are you
going to have the same influence on your children,
parents — mothers, fathers, bearers of the priesthood?
iPearl of Great Price, page 57, footnote.
Library File Reference: PRIESTHOOD.
174
THE INSTRUCTOR
OLD
GRIST
MILL,
CITY
CREEK
CANYON
THE PIONEER GRIST MILL
Food, clothing, and shelter — elemental needs of
the pioneer — determined the earliest industries in
Utah, one of which was the milling of grain.
The first grist mill in Salt Lake Valley was a
small mill, constructed at the mouth of City Creek
Canyon and made of stones hand-chiseled from the
mountains. Charles Crismon, who entered the val-
ley with his family in the Jedediah Grant Company
on October 2, 1847, was the builder. The crude
machinery of this mill ground the wheat brought
overland by the 1847 pioneers.
As early population increases spread the city
southward, a second grist mill was built in 1848, this
time in Mill Creek Canyon by John Neff. Grain was
brought on horseback from Utah Valley for grind-
ing in this mill, as was some of the first harvest
from the area where Ogden now stands. Settlements
multiplied rapidly, and by 1851 a total of 11 grain
mills was operating or building in the territory.
The burr mill process was used to obtain flour
from wheat in those early days. The burrs consisted
of a stationary, grooved stone which received the
wheat, and a rotating, smooth stone above it which
ground the wheat. A sifter separated the flour from
the bran and shorts. Circular in shape, the burrs
were large and heavy, some measuring as much as
four feet in diameter and 16 inches in thickness, and
weighing 2,000 pounds. Improvements were devel-
oped in time, such as passing the wheat through suc-
cessive sets of burrs to obtain a finer flour, and bolt-
ing (sifting) by means of a fine-meshed cloth.
Like the sawmills, of which the territory boasted
16 in 1851, the grist mills usually were operated by
water power; and this factor determined their loca-
tion. Sometimes the best spot for the mill isolated
it from the settlement, and it was not uncommon
(For Course la, lesson of June 11, "Making New Homes"; for
Course 7, lessons of May 21 and July 2, "This Is the Place," "Activi-
ties in the New Zion," and "Pioneer Life in Utah"; for the general
use of Course 11; and of general interest.)
for such a mill to be burned by hostile Indians.
No nails were available for construction of early
mills, and mortised joints and pins were consequent-
ly much in evidence. It was said that the mills were
built so strongly that hardly a quiver was detectable
inside when one was in operation. The quality of
the product was a different story and would cer-
tainly not have pleased the modern taste, but pal-
ates were hardier then; and at least this method was
much quicker and more convenient than the one it
superseded — crushing grain at home in a coffee
grinder.
The grist mills charged a toll, in flour, for grind-
ing grain. The commodity being so vital and so often
not in good supply, the extent of the miller's toll was
of great public concern and frequently provoked
spirited comment. For a while the tolls of necessity
were regulated by Church officials.
A well-known early mill was that built by Isaac
Chase in Salt Lake City. When completed in 1852,
it had been four years in the building and was con-
structed of large, mud adobes, with beams of huge
timbers hauled from the nearby canyons. It em-
ployed mill equipment (including four large burrs)
which the Chase family had brought across the
plains from Nauvoo in one of their wagons. This mill
was subsequently acquired by Brigham Young, and
later, a few years after his death, by Salt Lake City.
It still stands today on its original site in Liberty
Park.
Brigham Young was much involved in mill build-
ing, and the accompanying picture shows his Em-
pire Mill, built in the sixties in City Creek Canyon,
about six miles from its mouth. Samuel J. Sudbury,
the miller, was kept busy there for 17 years. Fire
destroyed this mill in 1883 at an estimated loss of
$23,000. It was never rebuilt.
— H. George Bickerstaff.
Library File Reference : UTAH— INDUSTRIES.
MAY 1967
175
PRAY FOR FAITH:
RECEIVE A PROBLEM
by Superintendent Royden G. Derrick
"I feel sorry for the man who doesn't have any
problems," Norman Vincent Peale said in a meeting
in New York one evening. "If you don't have a prob-
lem, go out and get one." My wife and I talked
about what he said before we went to bed that
evening. We weren't sure that we agreed with Dr.
Peale, but now I believe I have come to an under-
standing of what he had in mind.
When I have a problem — and it seems that I al-
ways have at least one — I feel that nobody else has
a problem except me. But as I find myself involved
in the lives of others, I discover that nearly every-
one has a problem to solve, which to him is monu-
mental.
If you will look through your history books and
study the lives of famous men, you will find that
the truly great ones are those who overcame diffi-
cult problems. It is not the problem itself which
builds greatness of character. The message of Nor-
man Vincent Peale was that it is overcoming a prob-
lem that builds character.
When we pray to our Heavenly Father, we often
pray for wisdom, judgment, understanding, patience,
tolerance, and many other things. In answer to
these requests the Lord gives us problems, the over-
coming of which will develop within us the virtues
for which we have asked. Ofttimes a problem looks
so difficult that we are soon asking it be taken
away. But the Lord in His wisdom lets us work out
the problem so that by overcoming it we might de-
velop virtues of eternal value. We pay our respects
to the Abraham Lincolns, the Henry Fords, and the
Helen Kellers, not because of the problems they
faced, but because of the problems they overcame.
It is obvious to those who are close to the mis-
sionary program of the Church that our young men
go into the mission field as boys and return as
mature men. They leave their homes, families,
schools, friends, and familiar surroundings, and go
into strange lands to teach the Gospel. Only a home-
(For Course 7, lesson of May 28, "Ask And It Shall Be Given
You"; for Course 9, lesson of July 30, "A Leader Produces Good
Fruits"; for Course 13, lesson of July 23, "Testimony"; for Course
19, lesson of May 28, "Spiritual Gifts"; for Course 25, lessons of
June 11 and July 2 and 16, "Increasing the Mental Powers," "Towards
Spiritual Maturity," and "Tests and Trials"; for Course 27, lesson
of May 28, "Obedience"; to support family home evening lessons 18
and 19; and of general interest.)
sick missionary knows how difficult this really is!
But as missionaries meet their challenges, they grow,
and after two years return home matured beyond
their years because of the characteristics they have
developed in overcoming problems.
Even at home the Church offers unusual oppor-
tunities for growth if we are willing to accept the
challenge of the assignments given to us. The bishop
calls us to be Sunday School teachers, home teach-
ers, secretaries, Relief Society presidents, and so
forth, all of which provide opportunities for growth.
It is not always easy to accept a problem as an
opportunity. We find a classic example of this in
Church history. Joseph Smith had been unjustly
imprisoned for months in Liberty Jail. Petitions and
appeals to the governor and to the judiciary failed.
The Prophet appealed fervently to his Heavenly
Father. In answering, the Lord acknowledged Jo-
seph's hardships and said that even though these
and many more might befall him,
. . . Know thou, my son, that all these things
shall give thee experience, and shall be for thy good.
(Doctrine and Covenants 122:7.)
In the 101st section of the Doctrine and Cove-
nants we find another example. The Saints who had
gathered in Missouri were suffering great persecution.
Mobs had driven them from their homes in Jackson
County, and threats of death against individuals of
the Church were many. The Lord at this time re-
vealed to Joseph Smith the following:
/, the Lord, have suffered the affliction to come
upon them, wherewith they have been afflicted, in
consequence of their transgressions; Yet I will own
them, and they shall be mine in that day when I
shall come to make up my jewels. Therefore, they
must needs be chastened and tried, even as Abra-
ham, who was commanded to offer up his only son.
For all those who will not endure chastening, but
deny me, cannot be sanctified. (Doctrine and Cove-
nants 101:2-5.)
As we look at Church history in retrospect, we
recognize that the chastening of the Saints and the
hardships through which they passed prepared a
foundation upon which the Church could build to
176
TH E INSTRUCTOR
fulfill its destiny. The overcoming of their problems
built a strength which characterized the early pio-
neers and helped also to strengthen the Church.
What Norman Vincent Peale did not do in his
talk, but what he might well have done, was to
differentiate between problems created by accept-
ing challenges and problems created by the exercise
of unwise judgment and improper actions. We should
make a concerted effort to avoid having to face the
consequences of wrong decisions. If we are not care-
ful, our lives become filled with anxieties which were
created by unnecessary problems. This brings un-
happiness rather than growth. If we were given a
choice, perhaps we should elect to share problems
of other people, thus helping them as well as our-
selves.
We would be wise to appeal to our Heavenly
Father every morning and ask that just for today
every decision we make be a right decision. If we
were to do this every morning, and our prayer were
answered, we might confine our problems to con-
structive ones and thus build a life of character,
virtue, and fulfillment.
Library File Reference: OPPOSITION.
ROYDEN G. DERRICK
INSTRU
Editor :
President David O. McKay
Associate Editors;
Gen. Supt. David Lawrence McKay
Lorin F, Wheelwright
Business Manager:
Richard E. Folland
Managing Editor:
Burl Shephard
Editorial Assistants:
Virginia Baker
Goldie B. Despain
Research Editor;
H. George Bickerstaff
Art Director:
Sherman T. Martin
CiRCtTLATioN Manager:
Joan Barkdull
Subscriber-Relations Director :
Marie F. Felt
Instructor Secretary;
Amy J. Pyrah
Consultant :
A. William Lund
CTOR STAFF
Instructor Editorial Committee:
Lorin F. Wheelwright, chairman; Rich-
ard E. Folland, Ruel A. Allred, Mar-
shall T. Burton, Victor B. Cline, Catidn
C. Cook, Reed C. Durham, Jr., Henry
Eyring, Elmer J. Hartvigsen, Dean A.
Peterson, Warren E. Pugh, Ethna
Reid, Wayne F. Richards, G. Robert
Ruff, Alexander Schreiner, Donna D.
Sorensen, Ralph Woodward, Thomas
J. Parmley.
Instructor-use and Circulation Commit-
tee: G. Robert Ruff, chairman; Calvin
C. Cook, Dean A. Peterson.
Published by the Deseret Sunday School Union
of The Church of Jesus Christ of Latter-day
Saints, the first day of every month at Salt Lake
City, Utah. Entered at Salt Lake City Post Office
as second class matter acceptable for mailing at
special rate of postage provided in Section 1103,
Act of Oct. 3, 1917, authorized on July 8. 1928.
Copyright 1967 by the Deseret Sunday School
Union Board. All rights reserved.
Thirty to forty-five days' notice required for
change of address. When ordering a change,
please include address slip from a recent issue
of the magazine. Address changes cannot be
made unless the old address as well as the new
one is included. Also, report the new postal ZIP
Code number.
Mail subscriptions to The Instructor, 79 South
State Street, Salt Lake City, Utah 84111. Subscrip-
tion price is S3 per year paid in advance. Single
issues, 35 cents each.
Bound volumes sell for $6.75 when all maga-
zines are furnished by The Instructor. When sub-
scriber supplies his own issues, binding charge
is $3.75.
MAY 1967
177
NEXT MONTH IN YO
Lessons during the month of June, 1967
A CAPSULE GUIDE FOR HOME
' TEACHERS AND PARENTS "
TO STIMULATE AHENDANCL
** AT SUNDAY SCHOOL -
A Gospel of Love
Course 1 {age 3)
It SEEMS easier for adults to do things for children
than to teach them to do for themselves. However,
wise parents and teachers assist children to as-
sume all responsibilities their capabilities allow.
In June Course 1 children will be taught to put
their things where they belong, to take their turn in
asking the blessing on the food, to feed themselves,
and to help get themselves ready for Sunday School
or other events.
Beginnings of Religious Praise
Course la (age 4)
Our Heavenly Father has a special plan to guide each
of us. He has chosen helpers to tell us about His
plan. They are called prophets. Prophets are given
special messages for our Heavenly Father's children
all over the earth. Brigham Young was a prophet.
Our Heavenly Father told him to lead the people to
the place we now call Salt Lake Valley. They built
new homes and wide, straight streets. They planted
trees and grass and made a beautiful city. They also
built a beautiful temple.
Growing in the Gospel, Part II
Course 3 {ages 5,6)
Can young children learn to obey the Lord's com-
mandments? Of course they can! Just as they were
fed milk before solid food, they must be taught
simple Gospel truths as taught by Jesus. These sim-
ple commandments about being kind and loving to
the people around them must be learned as a foun-
dation for other commandments to be learned later.
Living Our Religion, Part II
Course 5 {ages 7,8)
What does it mean to ''hunger and thirst after
righteousness" and what is accomplished by it?
Children in this course will be taught that they must
prepare themselves so that they are in tune with
the Holy Ghost before they can receive blessings.
History of the Church for Children
Course 7 {ages 9, 10)
Mormon Pioneers will become real to Course 7 chil-
dren as they share, vicariously, the pioneer fight
against hunger, the daily experiences of the hand-
cart companies and of those who came by stage-
coach. The youngsters will discuss the buildings on
Temple Square in Salt Lake City. They will thrill to
the stories of pioneer contacts with Indians, and of
the great army which marched against the Mormons.
Scripture Lessons in Leadership
Course 9 {ages 11, 12)
Even though he was king, Benjamin worked with his
own hands to earn a living for himself and his family.
■.XJ
178
THE INSTRUCTOR
UR SUNDAY SCHOOL
King Benjamin was also the spiritual leader of the
Nephites, and he called all the people together so that
he could teach them the Gospel once more before he
died. There were so many people he had to build a
tower on which to stand so that he could be seen
and heard by more people.
History of the Restored Church
Course 11 (ages 13, 14)
When were the early leaders of the United States
and other eminent men baptized, and what were the
circumstances? June lessons will outline temple ordi-
nances and the reasons for them. Students will learn
that there are temples in five countries. Early
Church activities in irrigation, livestock raising, and
drama will be discussed.
Principles of the Restored Church at Work
Course 13 (ages 15, 16)
It sometimes seems that all we hear is "don't, donH,
don't" — the negative side of Church teachings. June
lessons for this course will emphasize the "do's,"
bringing out the fact that joy is the goal of our life
and the positive things we can do to reach that goal.
Life in Ancient America
Course 15 {ages 17, 18)
Apparently God forgave Alma his youthful iniquities.
Will our Heavenly Father do as much for us? How
can we obtain forgiveness? June lessons will detail
the steps necessary, including that of forgiving
others.
The Articles of Faith
Course 19 {ages 19-22)
The Dead Sea Scrolls indicate that the principles
taught by Jesus were not new, they had been taught
by others in the general area of Palestine. June les-
sons will discuss an overall view of the Old and New
Testaments and the Book of Mormon to discover
other places and times when those same principles
were taught.
Gospel Living in the Home
Course 25 {adults)
Name calling, glittering generalities, transfer, testi-
monial technique, card stacking, plain folks, band
wagon. June lessons show that all of us can be mis-
led by propaganda devices, and we must learn to
recognize them. In so increasing our mental powers,
we can develop sound conclusions and become more
mature.
The Gospel in the Service of Man
Course 27 {adults)
Absolute equality among men is not possible, except
in opportunity to improve themselves. June lessons
teach that each individual has abilities and talents
different from those of every other individual. Les-
sons discuss how each must use his abilities to assist
all in the struggle for religious and social welfare
and economic security.
A Marvelous Work and a Wonder
Course 29 {adults)
The literal gathering of Israel will be culminated in
two places. The literal gathering of the Jews to Pal-
estine is only the beginning. All Israel must be gath-
ered out of the nations of the world, including the
Ten Lost Tribes. Where will they all gather? Why
is it important that they gather? June lessons will
explore this subject.
* zi iST ■■'"^^^^
MAY 1967
179
Suggested Lesson for Stake Conference
Sunday, Third Quarter, 1967
by Dale H. West
When two substances are brought together, there
is nearly always a reaction of some kind. Sometimes
it is easily detected; at other times it is so subtle that
we often are unaware of any influence or reaction.
But there is a change; the substances will
no longer be exactly the same.
Objective:
To reemphasize the fact that whenever we meet
together, we influence one another, that we have a
great responsibility for what others do and become,
that we are our brother's keeper.
THE TRUE TEST OF OUR INFLUENCE
A class in general science had just settled down
to watch the instructor perform various experiments
on the laboratory table. His objective was to show
what happens when two substances or materials are
brought together.
First he poured granulated sugar into a beaker
and added sulfuric acid. The sugar immediately
burned, leaving a sticky, black substance. Next he
placed what looked like little rocks — an iron com-
pound, he said — in a test tube and added hydro-
chloric acid; the students soon detected rotten-egg
gas. Into another tube half-filled with a clear liquid
he dropped a powder, and the perfimie of violets
filled the room.
Onto three watch glasses he poured different
solutions and then set Bunsen burners beneath them
until all the liquid had evaporated. One glass was
coated with a white, powdery material; another was
stained an ugly, brownish-yellow; the third held
beautiful, white crystals.
These experiments, he summarized, produced a
"residue" — that which is left behind after combus-
tion or evaporation or some other process.
Continuing, he placed iron filings on a paper
(For Course 3, lesson of July 9, "We Are Commanded to Be
Reverent"; for Course 5, lesson of July 9, "Am I My Brother's
Keeper?" "Tolerance," and "Peacemakers"; for Course 15, lesson
of July 23, "Helaman"; for Course 19, lesson of May 28. "Spiritual
Gifts"; for Course 25, lesson of Jtme 25, "Human Relationships"; for
Course 27, lesson of June 4, "Religious and Social Welfare"; and of
general interest.)
and held the paper over a magnet. Immediately the
filings assumed a symmetrical pattern, showing, he
said, a magnetic field. When copper filings did not
respond in the same way, one student remarked,
"Copper is not influenced by the magnet." As a reply,
the instructor passed the magnet back and forth
over a copper wire attached to a meter, causing a
needle to fluctuate, indicating that an electric cur-
rent had been generated. Other experiments fol-
lowed, including those to show that like poles of the
magnet repel, unlike poles attract.
The instructor closed the class with the generali-
zation that when two substances are brought togeth-
er, there is nearly always a reaction of some kind.
Sometimes it is easily detected; at other times it is
so subtle that at the moment we often are unaware
of any influence or reaction. But there is a change,
he commented; the substances will no longer be ex-
actly the same.
The Interaction of People
Although analogy is fraught with dangers, can we
see similarities between these experiments and the
interaction when two or more people associate? In
what ways can we find applications to our lives, to
human relationships?
Whenever people come together or when they
perform deeds that involve others, in some way they
180
THE I NSTRUCTOR
will leave an influence. As President David 0. Mc-
Kay has stated, "Every man and every person who
lives in this world wields an influence, whether for
good or for evil. It is not what he says alone; it is
not alone what he does. It is what he is. . . ."^ The
implication is that we influence others; and others
influence us, whether we plan it or desire it or know
it. And through our thoughts and actions we in-
fluence our own character and personality. (See
Proverbs 23:1.)
Our Sphere of Influence
Think back over your activities in the past sev-
eral hours. Did someone say or do something that
lightened your day? Has someone brought a negative
note into your life? Are there some people who tend
naturally to leave a residue of crystals, and others
only stains? Are there some who attract, some who
repel?
As we examine our activities in daily life, we find
various spheres of influence: the home, with the in-
terrelationships of parents and children; the neigh-
borhood, the community, and the school; our circle
of close friends; the church, including instruction,
social activities, and worship.
If we stop but a moment, we can easily see some
of the obvious influences one person has on another.
A son tends to drive like his father, yielding the
right of way to a pedestrian, or sUpping through a
stop sign, or parking carefully between marked
Hnes. A teen-age girl usually dresses like her friends,
even though the style of dress is not necessarily be-
coming to her. Seminary students tell the same kinds
of stories and jokes they hear in class. A person
who is courteous and helpful to his neighbor usually
finds that his neighbors have similar qualities. A
family that holds regular family evenings is more
often than not closely knit, considerate, and loving.
Few children learn what prayer is unless they learn
it from their parents.
Our Influence in Church
Reflect on your own ward meetings and classes
for a moment. Can you remember people who helped
create a worshipful atmosphere? Were there any who
caused distractions? Were some parents unaware of
their responsibilities? How do the custodian, the
usher, the chorister, determine the effectiveness of
meetings and classes? What part does the bishop
play?
Our general authorities have repeatedly coun-
seled us that self-control, self-mastery, is one of our
chief objectives in life. If a child has not learned
self-discipline, he will reduce not only his own op-
portunities to learn but also the opportunities of
^''Radiation of the Individual," by President David O. McKay;
The Insiructor, October, 1964, page 373.
others. President McKay gives very definite guide-
lines for all who serve as officers and teachers in the
various Church organizations, especially those who
are teachers of the younger members:
In the classrooms children should be taught,
should be free to discuss, free to speak, free to par-
ticipate in classwork, but no member of the class
has the right to distract another student by jostling
or making light and frivolous remarks. I think in
this church . . . teachers and leaders ought not to
permit it. Disorder injures the child who makes
Good order in the classroom is essential to in-
still into the hearts and lives of young men and
young women the principle of self-control. They want
to talk and they want to whisper, but they can-
not do it because it will disturb somebody else. Learn
the power and lesson of self-mastery.
Reverence should be particularly manifest in
sacrament meetings, in quorum meetings, in Sunday
School, in MIA, in Primary, yes, and in Relief So-
ciety. . . . People come to our houses of worship for
light and knowledge, for instruction; and they have a
right to find it when they come. Disorder and irrever-
ence should not interfere with that right.^
Probably at no time is the influence of one per-
son on another felt more than during moments of
worship. The bishop on the stand can effectively
control the attitude of his ward members in worship
services over which he presides. If he assumes his
position with dignity and reverence, sits quietly, and
appears thoughtful and pleasant, then others present
will adopt a similar pattern — ^much more so than if
he were to give a talk on reverence.
Two girls who whisper during the passing of the
sacrament may make this sacred service distasteful
or meaningless to those around them as well as to
themselves. If they leave before the services are
over, they create a negative influence on others.
President McKay emphasized our responsibility
when he said that "it is disrespectful to talk or even
whisper during a sermon ... it is the height of
rudeness to leave a worshiping assembly before
dismissal."^
Those who feel that they are free to talk during
the singing of hymns probably are unaware that for
many people music provides one of the most satis-
fying means of worship. The history of the Church
is a history of music-loving people using songs in
worship and instruction.
Sharing a testimony with others is one of the
most generous gifts we can give to our fellowmen,
especially if we also live righteously. Bearing a
testimony, we are told, is a prime means of bringing
{Concluded on page 183.)
^"Reverence, A Sign of Nobility and Strength," by Pr^ident
David O. McKay, The Instructor, January, 1966, page 3.
''"Reverence, the Highest of Human Feelings," by President David
O. McKay, The Instructor, May, 1962, page 146.
MAY 1967
181
THE BALANCE OF
CHURCH AND STATE
by Jesse A. UdalV
The Church of Jesus Christ of Latter-day Saints
proclaims that there should be a well-balanced work-
ing relationship between the Church and the State,
in order that society can receive the utmost in bene-
fits and security from both of these great institu-
tions. For example, two of the well-defined articles
of our religion assert:
(1) We claim the privilege of worshiping Al-
mighty God according to the dictates of our own
conscience, and allow all men the same privilege, let
them worship how, where, or what they may.
(Eleventh Article of Faith.)
(2) We believe in being subject to kings, presi-
dents, rulers, and magistrates, in obeying, honoring,
and sustaining the law. (Twelfth Article of Faith.)
It is apparent that these two great concepts in the
field of religion and government give to men a broad
and sure foundation for their faith in both Church
and State.
Even though the teachings of the Son of God
were primarily religious in nature, He was careful
not to offend the prerogatives of the State. His
attitude on this matter is well-expressed in the fol-
lowing scriptures.
Is it lawful for us to give tribute unto Caesar,
or no? . . . he perceived their craftiness, and said
unto them, Why tempt ye me?
Shew me a penny. Whose image and superscrip-
tion hath it? They answered and said, Caesar's.
And he said unto them. Render therefore unto
Caesar the things which be Caesar's, and unto God
the things which be God's. (Luke 20:22-25.)
In Bible and Book of Mormon times, the
people often had occasion to deal with difficult prob-
lems that arose in the relationship of Church and
State. For our understanding and guidance, let us
review what the Church has said in the scriptures of
our day: ,
. . . Governments were instituted of God for the
benefit of man; and . . . he holds men accountable
(For Course 3, lesson of June 4, "The Lord Has Given Us Laws";
for Course 13, lesson of July 30, "Prayer"; for Course 15, lesson of
June 4, "The Church Established"; for Course 19, lessons of May 21
and July 30, "Plan and Government in the Restored Church" and
"Religious Liberty and Toleration"; for Course 25, lesson of July 9,
"Free Agency and Choice"; for Course 27, lesson of July 7, "Church
and State"; and of general interest.)
for their acts in relation to them, both in making
laws and administering them, for the good and safety
of society.
. . . No government can exist in peace, except
such laws are framed and held inviolate as will se-
cure to each individual the free exercise of conscience,
the right and control of property, and the protec-
tion of life.
. . . All governments necessarily require civil offi-
cers and magistrates to enforce the laws of the same;
. . . such as will administer the law in equity and
justice should be sought for and upheld by the voice
of the people if a republic, or the will of the sov-
ereign. (Doctrine and Covenants 134:1-3.)
Having set out in broad outline the responsibili-
ties of governments toward the Church, the scrip-
tures then proceed to define the place of the Church
in society.
We believe that religion is instituted of God; and
that men are amenable to him, and to him only, for
the exercise of it, unless their religious opinions
prompt them to infringe upon the rights and liber-
ties of others; but we do not believe that human
law has a right to interfere in prescribing rules of
worship to bind the consciences of men, nor dictate
forms for public or private devotion; that the civil
magistrate should restrain crime, but never control
conscience; should punish guilt, but never suppress
the freedom of the soul.
We believe that all men are bound to sustain and
uphold the respective governments in which they
reside. . . .
We do not believe it just to mingle religious
influence with civil government. . . . (Doctrine and
Covenants 134:4, 5, 9.)
It is the position of the Church that the right
to deal with the members of the Church for viola-
tions of Church laws and regulations is strictly re-
served to the Church. However, it also is a tenet
of Church government that the only punishment the
Church can inflict is excommunication or temporary
separation from Church privileges. All other types
of punishment are left with the State.
*Jesse A. Udall is a justice of the Arizona Supreme Court. He
earned his law degree from University of Arizona (1924). He served
as president of the California Mission (1958-1960) and is presently
Tempe Stake patriarch. Brother Udall has served in leadership posi-
tions in Rotary Club and American Legion, and has earned the
Silver Beaver award in scouting.. He married Lela Lee; they have
six children. Brother and Sister Udall are members of Tempe 4th
Ward, Tempe (Arizona) Stake.
182
THE I NSTRUCTOR
The basic and vital principle of freedom should
be maintained in every government the world
over, whether men are subject to kings or presidents,
since the Lord has said, "all men are bound to sus-
tain and uphold the respective governments in which
they reside."
The scriptures clearly indicate that constitution-
al governments afford particular assurance of free-
dom of religion, unfettered by any dictatorial power
from the state. This glorious principle is proclaimed
in the Doctrine and Covenants, where the Lord gives
special approval for the establishment of constitu-
tional governments:
And that law of the land which is constitutional,
supporting that principle of freedom in maintaining
rights and privileges, belongs to all mankind, and is
justifiable before me. (Doctrine and Covenants 98:
5.)
The principle is further emphasized in the scrip-
tures in connection with the founding of the gov-
ernment of the United States, where the true Church
of Jesus Christ was established. The Lord, speaking
through the Prophet Joseph Smith, said:
. . . The laws and constitution of the people,
which I have suffered to be established . . . should
be maintained for the rights and protection of all
flesh, according to just and holy principles.
And for this purpose have I established the Con-
stitution of this land, by the hands of wise men
whom I raised up unto this very purpose, and re-
deemed the land by the shedding of blood. (Doc-
trine and Covenants 101: 77, 80.)
The sacred character of the Constitution of the
United States has been acclaimed by all the proph-
ets who have stood at the head of the Church in
this dispensation. Joseph Smith said:
. . . The Constitution of the United States is a
glorious standard; it is founded in the wisdom of
God. It is a heavenly banner; it is to all those who
are privileged with the sweets of its liberty, like the
cooling shades and refreshing waters of a great rock
in a thirsty and weary land. It is like a great tree
under whose branches men from every clime can be
shielded from the burning rays of the sun.^
And Brigham Young, who followed him, declared:
We will cling to the Constitution of our country,
and to the government that reveres that sacred char-
ter of freemen's rights; and if necessary, pour out
our best blood for the defense of every good and
righteous principle.^
For nearly two centuries this system of govern-
ment has worked in America. The first amendment
to the Constitution, which provides that "Congress
shall make no law respecting an establishment of re-
ligion, or prohibiting the free exercise thereof," still
stands firm. Perhaps the genius of the Constitution
was pointed out by President John Adams early in
our history when he said, "The Constitution and'
laws of the United States are great because they are
inscribed in the hearts and lives of its people."
So long as this ideal is cherished and fostered,
the Church and State will move forward together in
majesty and power.
^Teachings of the Prophet Joseph Smith, compiled by Joseph
Fielding Smith; Deseret Book Company, Salt Lake City, Utah, 1958;
page 147.
^Discourses of Brigham Young, compiled by John A. Widtsoe;
Deseret Book Company, Salt Lake City. Utah, 1958; page 550.
Library File Reference: CHURCH AND STATE.
THE TRUE TEST OF OUR INFLUENCE {Concluded from page 181.)
understanding and belief to the hearts of our asso-
ciates.
The true test of our influence on one another
is the life of each individual. Through the
combined influence of many people, a person be-
comes what he is — a crystal, a white powder, or a
stain. The real crystals are those who marry in the
temple, go on missions, honor the priesthood, say
and do those things in harmony with Christ's Ufe and
teachings. If we recognize our deep responsibility to
ourselves and to one another, then we truly become
our brother's keeper.
Additional References:
1. Jacob 2:17, 21.
2. Doctrine and Covenants 38: 24-25.
3. Genesis 4:9.
4. John 2:16.
5. Matthew 5:28; 22:29, S9.
6. "Influencing Another Human Being," from Of Earth
And In Heaven, chapter 5; 1967 Course of Study for the
Melchizedek Priesthood Quorums.
7. President David O. McKay, editorials in The Instruc-
tor: (a) "Keeping Ourselves 'Unspotted from the World,' "
September, 1964, pages 329-331; (b) "Man's Greatest Trust,"
June, 1964, pages 205-207; (c) "Uplifting Influence of Mor-
mon Home Life," July, 1962, pages 217-218.
8. "There Was a ChUd Went Forth," by Walt Whit-
man; The Oxford Book of American Verse, Oxford Univer-
sity Press, New York, N.Y.; page 276.
Library File Reference: HUMAN RELATIONS.
MAY 1967
183
"FOR THEY
SHALL SEE'
A Father's Day Story
by Catharine D. Bartholomew''
by Sherman T. Martin.
To be a father is the most important part of a
man's life. To be a good father, setting the proper
example for his children, is within the power of
(For Course 5, lesson of July 2, "Pure In Heart"; for Course 9,
lessons of June 25 and July 2, "A Leader Honors His Parents" and
"A Leader Is Against Evil"; for Course 13, lesson of July 2, "Helps
to Safety and Happiness"; for Course 25, lesson of July 23, "Tests
and Trials"; to support family home evening lessons 13 and 14;
and of general interest.)
*Catharine D. Bartholomew is the wife of Henry L. Bartholomew
and they are parents of two boys. They are members of Gunnison
Ward, Gunnison (Utah) Stake. Sister Bartholomew served in the
Northwestern States Mission (1926-1928) and attended Brigham
Young University. She was born in Taylor, Arizona, and has taught
school in her home state and at Maeser School in Provo, Utah. Her
current Church assignments include those of Sunday School teacher.
Guide Patrol leader, and member of the Relief Society stake board.
every man who tries to understand and prayerfully
seeks not to rule, but to lead, his family. The fol-
lowing story is told by a father.
My father is still a tower of strength to me, even
though I was only seven when he died. My only
brother, Steve, was six. Now I am the father of
three sons — nine and seven years, and eight months;
and two daughters — five and three. They know their
grandfather only through me. This fact was brought
home to me while I was away on a business trip. On
my return journey, I stopped in my home town,
many states away from where I now live. I went to
the cemetery to see if the iris and the little pine tree
we had planted years ago had survived our long
absence. They were flourishing. Then my thoughts
turned from my father to my wife and children, and
I hurried home.
The welcome I received was worth all the time,
expense, and worry of the trip. Gene and Roger
could hardly wait for me to stop the car. Their
fond embraces were so sincere, I could feel every
moment of their loneliness without me.
"Daddy, we prayed every day for your safe re-
turn," and, "I minded Mother just like you said."
Tears were mingled with the lavish kisses of my
daughters, and the smile of pride and happiness
on their mother's face told me that her love cov-
ered all my faults, and was yet enough to fill and
completely surround the home we had built together.
After dinner my wife suggested I visit with the
children. "They have missed you so much," she said.
After baby Paul was put to bed the older children
and I went to the piano.
"What! The piano is closed? Hasn't anyone been
playing and singing while I've been gone?" I asked.
"We couldn't sing without you, Daddy," said
Marcia as she put Jane on one side of the bench,
while she sat close to me on the other side. I began
to play the nursery rhymes we all knew: "How Many
Miles to Boston Town?" and "Bye, Baby, Bye Low."
How they all sang! We could hear their mother's
voice, high and clear an octave above us.
"Listen," I said, "there's a nightingale in the
kitchen." We all laughed.
Soon Ann came in and we all sat on the long
sofa. It didn't take a very long sofa to hold such a
closely knit family as ours that night.
"Now for a story!" cried Roger.
"It must be my turn to tell one," I said. "On my
way coming back to you I went to Springdale to
visit your grandfather."
"Oh, Daddy, Grandfather is dead. How could
you see him?" asked Marcia.
"I didn't see him, but we had a good visit at his
graveside."
184
TH E I NSTRUCTOR
Then I began to feel the intense results of my
visit to the last resting place of a great man. I
closed my eyes.
"I was a little boy again,'* I said, "and your
Uncle Steve and I were running through the park
with Dad. No matter how fast we ran he could al-
ways get to the swimming pool first, or he could
find the best table for our lunch. Sometimes, right
in the middle of the meal he would take our hands
quickly and silently and lead us off through the
trees. Soon we would see a chipmunk, a rabbit, or a
squirrel, or maybe a robin or a dove. One day it
was a baby deer. Next time it was a mother pheas-
ant and her brood that "froze" to the ground like
ten little clumps of mud. My mind is racing fast,
I can't tell it all. He loved the animals. The trees
were his friends. 'Bury me where a pine tree can
shade my grave,' he told us. Steve and I planted
the pine tree on his grave. It is taller than I am
now, and I'm sure Grandfather likes it.
"He took us fishing to the creek. One day Steve
snagged his hook and was pulled into the stream.
All three of us got wet before we could get him
to shore.
"Then came Father's illness. For many years,
even before Steve was bom, both Father and Mother
knew he had a disease that could kill him. We
prayed that the Lord would heal him, and He did
allow Father to live and accomplish many things.
There were weeks in the hospital, but when he was
better he earned a doctor's degree in soil chemistry.
We moved to a different climate to see if it would
improve Father's health. He was soil chemist at the
university there, and he loved his work. He would
tell us how important the soil is, that all life de-
pends on the good old earth. He taught us that the
materials of our bodies are all taken from the earth,
and some day they will return to it.
"Then one day he realized his time was limited.
He began to go blind. Oh, how we prayed for his
eyes to get well! By the time summer vacation came,
he resigned his position at the university, and Mother
went to school to see if she could get her degree
before Father's sickness would make him helpless.
"To Steve and me this was a memorable time. Our
father was with us all day. He could see well enough
to make us splendid lunches and help Mother get
the dinner. He played with us, making tinkertoy
windmills and fans and attaching them to small
motors to cool our comer of the playroom. He could
invent anything we wanted.
"Our attic walls had not been finished. It was
exciting to play up there, but it wasn't safe, so
Father decided to make us a big playroom. Mother
bought the wall paneling; and Steve and I helped
with the measuring, the sawing, and driving the
nails. We finished those walls beautifully, Mother
said.
"We would read together. Both Steve and I
learned to read fluently under our father's patient
care. He sang to us and with us. He whistled when
he was not singing. Then, later, sometimes he would
lie on his bed in severe pain. He didn't groan or
cry out. He would let me get a clean handkerchief
and wipe the sweat from his brow, or bring him a
glass of cold water.
"He taught us lessons from his big books. He
cut the lawns when he felt well enough. As we
planted flowers and vegetables, he used us for his
eyes. His hands never failed him. He seemed to
love each plant as he patted the soil around it. And
they seemed to answer him, 'We love you,' for they
grew abundantly.
"Finally, Father was too ill to go to Church any
more, but he knew a great deal of the Bible from
memory, so when I tried to read his favorite scrip-
tures he could correct or assist me. He loved Psalm
24:
The earth is the Lord's,
and the fulness thereof;
the world, and they that dwell therein.
For he hath founded it upon the seas,
and established it upon the floods.
Who shall ascend into the hill of the Lord?
or who shall stand in his holy place?
He that hath clean hands, and a pure heart, . . .
(Psalm 24:1-4.)
"We all knew Psalm 23. Father loved it most of
all. We would repeat it every night before our eve-
ning prayer. He would take our hands just as he
had done when we were mnning in the park. One
night he said,
" 'Let me lead you to the green pastures so you
will grow tall and straight and have thoughts that
will grow and do good for your dear mother and
other people. Let me lead you beside the still wa-
ters. God loves each one of us. He will restore our
souls if we will let him. Think clean thoughts, clear
as the water.
" 'Fill your minds with fresh, growing things such
as love, kindness, generosity, charity, faith, hope,
patience. Those great thoughts go on and on till
they come to the very throne of God, and make us
His children indeed. But quarreling, fighting, vulgar
or impure thoughts lead us away from good to evil;
and unless we repent, we forget God. One day we
will know it is better to follow the path of loving
kindness and to enjoy the sweet, clear waters of
clean living.'
"One day I called Mother to come quickly. Fa-
(Concluded on following page.)
MAY 1967
185
"FOR THEY SHALL SEE" {Concluded from preceding page.)
ther was breathing strangely, and he wouldn't wake
up no matter what I said to him. The doctors had
told Mother that was the way it would be. The
ambulance came and took him to the hospital. That
evening he died.
"After that our house wasn't like home. I could
not sing. I wasn't hungry. I wandered from room to
room. I did not know what I wanted to see, nor
what I wanted to hear. We put Father's clothes
and books in his room, and I went there often. One
day I noticed a bookmark in his Bible. I opened it
and read, 'Blessed are the pure in heart: for they
shall see God.' (Matthew 5:8.) That was what I
wanted to know!
*' 'Oh, Mother,' I cried out, Ve don't need to
see for Daddy any more. He can see for himself! He
can see God!' "
My sons snuggled a Little closer to me.
"Will we see God, too?" asked Roger.
"Yes, if we live like Grandfather."
We knelt to have our evening prayer. "It's my
turn. Daddy," said Marcia. And she prayed:
"Our Heavenly Father, we thank Thee for Grand-
father. We are glad he can see Thee. Help us all to
see Thee. And we thank Thee for bringing our
Daddy safely home to us. Amen."
Library File Reference: FATHERS.
THE BEST FROM THE PAST
Abbreviations on the chart are as follows:
First number is the year; second number is the month;
third nimiber is the page. (e.g. 60-3-103 means 1960,
March, page 103.)
July
16
23
30
Fbs — flannelboard story
Isbc — inside back cover.
Conv — Convention Issue.
CR — Centennieil Reprint.
* — not available. Use ward library
Cs — centerspread.
Osbc — outside back cover.
SUNDAY SCHOOL COURSE NUMBER
1
57-11-347
61-Conv-
14
61-6-194
65-7-Cs
66-2-60
61-4-136
62-6-190
62-7-237
63-5-Fbs
63-6-226
65-5-202
la
59-3-85*
63-1-20
64-4-138
65-9-357
65-12-
488*
66-9-334
61-1-28
62-12-Fbs
63-2-51
65-3-Cs
65-7-Fbs
65-11-Cs*
63-12-Cs,
443
65-6-Cs
59-8-Covei 62-1-Fbs*
63-5-Fbs 65-8-Cs
63-6-226
64-5-186
64-9-366
65-5-202
63-1-3
63-5-169,
Fbs, 202
65-5-202
65-6-235,
Fbs
66-3-112
66-5-204
61-5-174
61-6-214
66-1-2
66-2-60
61-4-136
63-5-177
65-6-222
66-4-154
63-5-Fbs
63-6-226
65-5-202
56-11-
326*
61-6-212
63-6-207
67-3-Cs
61-6-188
63-6-207,
214
66-2-73
65-8-311
65-9-354
66-4-158
59-5-137
61-5-145,
162
65-3-Fbs
65-6-Fbs
59-5-140
59-7-243
61-5-160
63-5-158
66-3-94
66-10-384
58-1-1
62-1-6*
63-12-435
65-7-266
56-11-326^
63-2-44
65-8-314
59-5-140
61-6-201
63-6-207,
218
65-8-314
61-5-156
61-6-Cs
61-8-Cs
61-12-Cs
63-6-196,
209, Fbs
66-9-329
66-10-
Cover
59-5-Fbs
61-6-215
63-5-158
63-6-196
66-1-34
63-5-156,
162
63-6-Isbc
65-5-180
65-9-Isbc
66-9-334,
361
59-5-140
61-5-Isbc
65-5-165,
204
59-5-150
61-5-Isbc
63-5-162
61-5-158
63-6-218
65-12-Fbs
65-5-167
65-11-
Isbc*
66-4-CR
66-9-334
66-12-Fbs
59-6-Fbs
61-5-156
61-6-192
63-6-200,
Fbs
65-5-167,
183
61-5-147
61-6-208
63-5-162,
182
65-5-168,
182
59-7-212
61-6-192
63-5-182
65-5-168
66-4-CR,
132
66-9-334
13
59-5-148,
Cs, Fbs
63-6-200
59-9-294
59-5-152
59-8-252
65-8-Isbc
57-7-222
61-8-253
59-9-288
61-9-322
65-9-Isbc
59-7-212
63-5-151,
164, 177
63-6-202,
214
65-5-165,
180
66-4-154
Review
63-6-204,
Fbs, 220
59-6-180
63-5-182
65-5-Isbc
66-4-141,
Isbc
15
59-5-150
59-6-199
61-5-Isbc
61-6-208
63-5-162
65-5-204
61-5-147,
Isbc
63-5-162
63-6-220,
225
65-5-168
59-6-178
61-5-147,
152
63-5-162,
172
65-1-Fbs
65-5-165
59-7-211
61-5-147
63-6-225
63-5-182
65-5-168,
208
66-7-Cs
66-11-
Cover
59-6-178
66-3-114
19
59-2-C3
59-7-240
59-8-234
63-6-Cs
66-4-Isbc
66-9-Fbs
63-5-156
65-5-165,
200
66-4-CR
59-5-139
61-5-Cs
65-1-Isbc
65-5-167,
Isbc
66-3-Cs
25
27
59-5-146
63-5-164,
186, 204
63-6-211
65-5-165
66-9-364
66-10-Isbc
59-7-209,
212
61-6-186
63-6-225
66-3-114
66-2-Cover
44, Cs,
Fbs, Isbc
66-9-Cs
59-9-286
66-9-344
59-7-214
61-6-186
63-6-196,
204
66-9-329
Review
59-7-214
63-5-Isbc
63-6-204
59-6-186
63-5-149,
160, 177
65-5-184
66-3-90
66-4-123
59-8-260
59-10-317
64-9-344
63-5-177
65-5-174
66-6-Cover
208
29
61-5-147
63-5-182
63-6-Isbc
65-5-186
66-5-Cs
66-7-282
66-9-361
61-5-147
61-8-255
63-5-162,
182
59-6-176
66-4-CR
Review
63-5-171
63-6-207,
214
65-5-165
66-2-48
66-8-298
66-12-464
61-6-184
63-6-220,
225
65-5-151,
152, 171
66-1-21
63-6-204
66-12-474
186
THE I NSTR UCTOR
"Teaching Insights" — Fifth in a Series
DISCIPLINE
by Lowell L. Bennion
Discipline is a harsh word, often connoting con-
trol, enforcement, even punishment. It seems foreign
and antithetical to Gospel principles such as humil-
ity, meekness, kindness, and love.
And yet the need for discipline is always present
in Sunday School and in all Church classes. A 14-
year-old boy came home from Church disgusted; he
spoke of not returning to class the following Sun-
day because "the kids talked during the whole time
the teacher was giving the lesson — and it could have
been a good lesson, too." A non-Mormon mother
withdrew her two young boys from a Church group
because the teacher had no control; and the mother
did not want her young sons to learn disrespect for
their teacher, the Lord, His house, and themselves.
Discipline is needed in church as anywhere else
and is not incompatible with the spirit of the Gospel
when we learn its true meaning. The word comes
from the same root as disciple, meaning a follower;
it is a voluntary commitment by an individual to a
person, cause, or course of action. The ideal of dis-
ciphne, and the only kind consistent with spiritual
growth, is se//-discipline.
This is easily said, but how is it achieved? Sun-
day School attendance is voluntary, and traditions
of laxity often have developed in the name of love
and kindness. Teachers sometimes feel confused as
they try to be Gospel teachers and disciplinarians
at the same time. The following are suggestions
which have worked for some teachers. You will have
other methods to share. Nothing is accomplished by
permitting disorder, continual talking, disrespect for
teacher and fellow student.
(1) Discipline is accomplished largely through
winning the interest of young people. Children come
to class with their minds reaching in all directions —
everywhere but on the lesson as conceived in the
mind of the teacher. He must arrest their attention,
focus it on something vital, surprising, at times
dramatic, unexpected — a story, a word, a picture,
an object, a question, an experience.
The purpose of the lesson, and hence the body
of it which develops the purpose, must have some
relevance for the child's present feeling, thinking,
and experience. Even the dumb ox will come to
the manger when it anticipates receiving food. In
preparing a lesson, let the teacher try to put him-
self in the place of his students, perhaps of a par-
ticular student. What are his hungers and thirsts,
hopes and fears? Teaching calls for imagination; it
presupposes sensitivity and some empathy with
students.
(2) Respect for others grows in good measure out
of self-respect. Children show off to get attention,
to feel accepted, to feed starved egos. Show each
child good will, interest, and love, in and out of class.
Praise him honestly for his strengths and good
points. Involve him in discussion and in planning.
Respect his questions, answers, and efforts.
(3) One of the most effective ways to get talk-
ers on the back row to listen is to wait for silence.
A guest teacher stood before some thirty Explorers
and Mia Maids one evening to teach a difficult les-
son on the atonement. He was introduced amidst
talk on the back row. The teacher held his peace
and looked the class right in the eye. Everyone
soon ceased speaking except two ringleaders on row
13. The class turned around, and these two also
became still. The teacher had to repeat this once
more during the evening. And it worked a second
time.
The classroom should not be silent as a morgue,
nor should it be bedlam. Exciting subject matter,
respeqtful relationships, sometimes waiting in si-
lence, and other aids will help children learn dis-
cipleship or self-discipline.
Library File Reference: TEACHERS AND TEACHING — TECHNIQUES.
WITHOUT GLORY
by
Eva Willes Wangs gaard
Asked about their hardships
Which they counted worst,
Men with Clark and Lewis
Put mosquitoes first.
Biting, nipping, teasing,
Singing day and night —
Where's the glory facing
Foes too small to fight?
Bouts with beasts and Indians,
Rapids, mountains, cold,
Furnished tales of danger
Met and proudly told.
Dangers and great sorrow
People brave and win;
Trifles like mosquitoes
Wear the courage thin.
MAY 1967
187
The Divine Dialogue
PART ]l
BY REED H. BRADFORD
In Part I of the discussion of the divine dialogue
it was indicated that: (1) its aim is to discover the
truth and its meaning for all the individuals in-
volved, (2) its motivation is positive, (3) all indi-
viduals engaged in it have a genuine respect for one
another, (4) there is always a genuine attempt to
reach a consensus or common understanding, (5)
everyone keeps the "big picture" in mind by remem-
bering that any action or discussion will affect not
only the individuals immediately involved but every
life touched by them, and (6) everyone strives to
have the Spirit of the Lord and the influence of the
Holy Ghost to be with him.
So that we might more clearly understand the
meaning of such a dialogue and how we can apply
it individually in our daily lives, let us consider some
examples.
In June, 1844, the enemies of the Prophet Joseph
Smith were seeking his destruction. He held con-
sultations with several important individuals con-
cerning the action to be taken at this critical mo-
ment. At one of these conferences a letter from
General Ford of Illinois was read. The governor
suggested that Joseph and others be taken from
Nauvoo to Carthage to be tried. But Joseph said:
"There is no mercy — no mercy here."
His brother Hyrum replied: "No; just as sure
as we fall into their hands we are dead men."
"Yes: what shall we do, Brother Hyrum?" asked
Joseph.
Hyrum answered, "I don't know."
All at once the Prophet's countenance brightened
up and he said, "The way is open. It is clear to my
mind what to do. All they want is Hyrum and my-
self; then tell everybody to go about their business,
and not to collect in groups, but to scatter about.
There is no doubt they will come here and search
for us. Let them search; they will not harm you in
person or property, and not even a hair of your head.
We will cro^s the river tonight, and go away to the
West.'
They did cross the river, and the next morning
the governor's posse arrived in Nauvoo to arrest the
(For Course 7, lesson of July 23, "Prophets Direct the Church";
for Course 9, lesson of July 23, "A Leader Seeks the Kingdom of
God"; for Course 13, lessons of July 2 and 16, "Helps to Safety and
Happiness" and "Detours"; for Course 15, lesson of July 30, "Shib-
lon"; for Course 25, lessons of June 18 and 25 and July 2, "Matur-
ing the Emotions," "Human Relationships," and "Towards Spiritual
Maturity"; for Course 29, lessons of June 4 and July 23, "Candi-
dates for Godhood" and "Road to Salvation and Exaltation"; to
support family home evening lesson 25; and of general interest.)
iJoseph Fielding Smith, Essentials in Church History; Deseret
News Press, Salt Lake City, Utah, 1922; page 373.
Prophet. Their inability to find him angered the
men, and they informed the people that if he did
not give himself up troops would be sent into the
city to guard it until he was found.
Some of the prophet's associates sent word to
him, entreating him to return. Some of those thought
to be his friends accused him of cowardice for hav-
ing left the people and indicated that their property
would be destroyed.
The persecutions of enemies were easy to bear,
but when he was thus accused by those who should
have been his dearest friends, the Prophet was stung
to the quick. It was not for himself he sought safety,
but for his people. If this was all they cared, he
would not seek to save himself. He replied: "If my
life is of no value to my friends, it is of none to
myself.""-'
On the morning of June 24, Joseph, Hyrum,
some accused members of the Nauvoo city council,
and some trusted friends left for Carthage. "On the
way the Prophet hesitated, and looked back with
admiration upon the city, the temple, and his farm.
'This is the loveliest place, and the best people imder
the heavens'; he said. . . ."^
This was the behavior of a man who was in divine
communication with the Lord. Although he was
saddened by the actions of his enemies and those
who were supposed to be his friends, he had a deep
peace that came from two sources: his Heavenly
Father and his own conscience. What greater com-
pliment could come to any man than to know that
his Father in heaven approved of his behavior?
Human beings are often immature. They are
governed by their passions and are insensitive to
their own eternal welfare and to the welfare of oth-
ers. Frequently they are unjust in their treatment
of others. But not so with the divine Creator. He is
all-wise, intelligent, understanding, and loving. He
can be trusted always. It was the Lord who said,
"I, the Lord, am bound when ye do what I say. . . ."
(Doctrine and Covenants 82: 10.) And again He said:
Therefore, fear not, little flock; do good; let earth
and hell combine against you, for if ye are built upon
my rock, they cannot prevail. (Doctrine and Cove-
nants 6: 34.)
Similarly, there is no higher approbation than to
know that one has used his intelligence, his time.
^Joseph Fielding Smith, Essentials in Church History, page 374.
^Joseph Fielding Smith, Essentials in Church History, page 375.
188
THE I NSTRUCTOR
and his energy in honestly trying to achieve the goals
outlined for him by his Heavenly Father. This is
the approval of one's conscience. In The Story of the
Other Wise Man, Henry Van Dyke tells the story
of Artaban, who searched for 33 years to find the
Savior. Artaban barely missed the Savior several
times because the wise man paused to show love and
mercy to his fellow human beings:
. . . What had he to live for? He had given away
the last remnant of his tribute for the King. He had
parted with the last hope of finding Him. The quest
was over, and it had failed. But even in that thought,
accepted and embraced, there was peace. It was not
resignation. It was not submission. It was some-
thing more profound and searching. He knew that
all was well, because he had done the best that he
could, from day to day. He had been true to the
light that had been given to him. He had looked
for more. And if he had not found it . . . doubtless
that was the best that was possible . . . he knew
that even if he could live his earthly life over again,
it could not be otherwise than it had been.^
This was the kind of life the Prophet Joseph
lived. He carried on a divine dialogue with his Heav-
enly Father. Having done this, he was able to in-
spire men and women and children to participate
in such a dialogue with him. True, he could not do
this with all individuals but only because some would
not meet the requisite conditions. But he tried. And
thus he was able to conclude his earthly mission with
these words:
. . . I am going like a lamb to the slaughter;
but I am calm as a summer's morning; I have a
conscience void of offense towards God, and towards,
all men. . . . (Doctrine and Covenants 135:4.)
Is there any better way to conclude one's life?
A woman once contemplated marrying a man
with a number of outstanding qualities but who was
unable to manage his emotions. He had been reared
in a home dominated by his father, a man who had
been very successful in many positions in his com-
munity and church. Possessed of great ability, the
father considered it proper to make decisions for his
wife and children in most aspects of life. This had
irritated the son but he could find no successful
way to break the pattern. This had produced a feel-
ing of inferiority in him. Because of his inability to
manage his emotions, he vented on others the re-
sentment he felt toward his father.
The woman pondered this decision a long time.
She knew that because he wanted to marry her,
the man tried hard to control his temper when he
was with her. But what would it be like after the
wedding? Would she be able to help him actualize
or fulfill his potentials?
After evaluating the whole situation, she finally
decided to marry him. She then presented this ten-
tative decision to the Lord and asked Him if it was
a good decision. She received an affirmation that it
was. She married the man.
She asked the Lord for strength to help her be
mature when her husband was immature. She also
prayed that her husband would understand her and
her weaknesses.
At first their marriage went rather well. But
gradually the husband began to manifest the same
reaction toward her as he did toward others. He
became irritated and raised his voice when he dis-
agreed with something she had said or done. The
wife realized that if she lost control of her emotions
and exhibited similar behavior toward him, she prob-
ably would lose the opportunity of producing a de-
sirable change in him.
Finally, one day after he had not only raised
his voice but also shouted at her, she put on her
coat and left the house, crying. It was the turning
point in their marriage. He felt her sorrow and
realized his own responsibility in causing it. He not
only asked her forgiveness but also requested her
help. "You must love me very much not to treat
me the way I've treated you," he said. With the
help of a counselor, their relationship improved
greatly.
This is not to imply that all the immaturity was
on the side of the husband. It was not. But the
ability of the wife to manage her emotions was a
big factor in changing one area of his behavior.
From then on they were able to communicate with
one another with greater consideration. The occa-
sions when he crossed the sensitive line in their re-
lationships became fewer and fewer. Their dialogues
one with another became more meaningful and pro-
ductive.
This case illustrates that each of us, in a sense,
can become creators of "divine dialogues." By ex-
hibiting mature behavior toward his children a par-
ent provides a model which may help them to
become mature.
Acquiring the kind of relationships with others
implied in the concept of a divine dialogue may
take time. But the price paid is small in comparison
to the joy received when all of one's efforts tend
to be productive of intellectual, emotional, social,
and spiritual growth.
*Henry Van Dyke, The Story of the Other Wise Man, Harper &
Brothers Publishers, New York, N.Y., 1923; pages 74, 75.
Library File Reference: HUMAN RELATIONS.
MAY 1967
189
Trailblazers
In Mexico
by Nelle S. Hatch''
A pioneer is a trailblazer — one who pushes into
unknown country and marks a path for others to
follow. He selects a spot where both water and land
are available and begins a settlement. While doing
so, he scouts the country to discover hazards to his
selected spot, such as Indians, wild animals, or other
menaces; then he removes them or prepares for pro-
tection against them. He starts to clear ground and
erect permanent buildings. Favorable aspects like
good neighbors, good hunting, and means of expan-
sion are cultivated.
The western United States was settled by such
intrepid pioneers. Not only did they open new terri-
tory and become instrumental in building commu-
nities that grew into cities, but they founded
industries and facilities for communication and
transportation and built schools and churches.
Although the Mormon pioneers in Mexico
had these same objectives, their situation was un-
usual in many ways. They were in a foreign land,
where they had to meet immigration restrictions,
learn the customs and language of the people, and
adjust to new laws governing the country in which
they had chosen to live. Full credit for the scouting
and original settlement belongs to those on the
vanguard. Yet part of the glory rightfully belongs
to those who followed the trail already partly blazed.
My father. Alma Platte Spilsbury, was one of the
followers.
THE STRAWBERRY RANCH
He entered Mexico
in 1891. Colonia Juarez was
a settlement five years old, and
the lot assigned to him had all the elements
of pioneering. He was to care for the Church cattle,
on shares, on the Strawberry Ranch, 25 miles south-
west of Colonia Juarez in the heart of the Sierra
Madre Mountains. To get his family, wagons, house-
hold necessities, and livestock there, he had to find a
way through the San Diego Canyon, which posed a
formidable barrier. After weeks of work, a dugway
road was buttressed against the solid cliffs. A great
rock hump near the top had to be blasted again and
again to level it enough for passage. On a previous
trip Father had spent his strength on it, and it had
been made passable enough for a sawmill to haul out
lumber. Over this precarious dugway and "camel's
hump" Father took the family during November
1891, and settled us on the Strawberry Ranch. For
eight years this was our home.
A log cabin, a cheese-house, and a cellar were
already built; but all else needed for making a live-
Uhood Father had to build by himself. The cattle
were scattered over a 25-mile range, with no fences
to control their wandering. It took constant riding
to get them used to the range boundaries. It was
a lark for us children, from age one to 11 years,
to romp over the valley, discover the beautiful spring
of pure mountain water, and find snail shells in the
low cliffs. It was exciting to climb the cliffs and
find the "white rock forest" that terrified us with
its ghostly formations of animals and monsters.
But to Mother it was a lonely and potentially
dangerous spot. The Apache Kid and his renegade
offshoots of Geronimo's band of Indians were in the
hills. They had raided a few isolated camps, killed
a prospector or two, stolen horses, and had so terri-
(For Course la, lesson of June 11, "Making New Homes"; for
Course 7, lessons of July 9, "What It Means To Be a Pioneer" and
"The Pioneers in Your Family"; for Course 9, lessons of June 4 and
25, "A Leader Has Courage" and "A Leader Honors His Parents";
for Course 11, lessons of June 25. "Irrigation" and "The Importance
of Livestock"; for Course 25, lesson of July 16, "Tests and Trials";
to support family home evening lessons 25 and 26; and of general
interest.)
*Nelle S. Hatch is a daughter of Alma P. and Mary Jane Redd
Spilsbury. She was born in Mesa, Arizona. The family moved to
the Mormon colonies in Mexico, where Sister Hatch grew up and
was married to Ernest I. Hatch. They have three children. Sister
Hatch is a member of the Juarez Ward, Juarez (Mexico) Stake.
The article was written with the aid of her daughter, Ernestine
Hatch.
190
THE INSTRUCTOR
fied the Mexicans that they would not go into the
mountains for any purpose.
I was four years old when we moved to the ranch
and 12 when we were forced to leave because of a
deluge that washed away the ranch holdings. Being
so young I did not realize at the time the serious
nature of my mother's worries, but it is all strongly
impressed on my mind. To wake in the night and
see her sitting up in bed, straining ears and eyes
into the darkness, may have meant little to me
then; but now mature understanding gives me an
awareness of what she suffered.
Father went about his work cheerfully, break-
ing a couple of steers into oxen to drag poles down
from the sloping hillside for corrals, bams, and out-
buildings, with no other help than my seven-year-
old brother. There were two sisters older than I
and two younger. It seemed that all Father's boys
were girls, so we were pressed into doing the work
of the boys. "We have to be ready for milking when
the rainy season brings grass to fatten the cows,"
Father would inform us. He made periodic trips to
the valley for supplies, leaving us alone several days
and nights at a time. AU that first spring and sum-
mer we were preparing for that milking season. We
planted corn and potatoes and made cheese to sell.
The planting, hoeing, and harvesting of the po-
tatoes was a job for the entire family. Mother care-
fully cut the seed potatoes so there would be an eye
in each piece to be dropped into the arrow-straight
furrows Father plowed. Later, weeding seemed to
be an endless job. When harvest time came we again
followed Father down each row as the plow turned
up the white potatoes for us to put into piles, later
to be carried into the cellar. My sister voiced the
sentiment of all when she said she wished the po-
tatoes had legs instead of eyes so they could walk
to the cellar by themselves.
One day as Father was preparing the land to
plant potatoes, he flooded it with canal water car-
ried from the dam he had built on the creek. As
the water flooded over the land we screamed, for
with it came a wriggling water snake. "Don't be
afraid of that little fellow," Father said comfortingly.
"Here, I'll get him out of the way." Getting the
snake coiled onto his shovel, Father threw it over the
fence where it slithered into the water.
"Little fellows like that won't hurt you," he said,
"but keep your eyes open for a rattler. His strike
is quick and deadly. Keep your ears open, too, for
he'll never strike without warning. He's one fellow
I've promised never to kill."
And then he told us how in his early married life
he had seen a rattler coiled by the side of his Uttle
boy asleep in the field. He had watched, afraid to
snatch the child to safety or to try killing the snake
for fear of increasing the danger to his son. Finally,
he said, "Old fellow, if you leave that child un-
harmed, I'll never harm you nor any of your kind."
He watched breathlessly as the snake uncoiled and
crawled away. He never allowed us to kill snakes.
After the summer rains, many grass-fattened
cows with their young calves were rounded into the
corral. Calves were locked in their pens, and the
wild cows were tamed to stand while a quart or two
of milk was squirted into the bucket. Soon mother's
No. 3 tub on the kitchen stove was filled with milk
each morning. Using milkweed seed for the rennet,
the milk was heated until it curdled. Mother cut
the curdled milk with a butcher knife, then skilfully
worked the curds with her fingers. When the curd
was exactly the right firmness, the tub was removed
from the heat. Mother continued to stir and mix
until the whey was out of the curds. These were
then salted and pressed into a cloth-lined metal hoop,
with a fitted wooden lid, or press. The hoop was
placed on a corrugated board, called a "follower";
and the lid was pressed gently but firmly down
against the curds until all the whey was gone. Then
the hoop was placed between two planks, the ends
of which were secured firmly into the chinks of the
rock chimney. A heavy rock was suspended from the
top plank at the outer end, and it was moved closer
into the chimney as the pressing progressed. When
the mixture was dry of whey, it was left to "set"
until the next morning, when it was removed and
placed on a shelf until dry, then covered with cheese-
cloth and set away to cure. This cured cheese bought
shoes, school books, and food for the winter.
When the first milking season had ended, my
eldest sister was the only one Father could afford
to send to school. She had just left with a neighbor
for Colonia Juarez when a rider came galloping into
the yard to tell us that Indians had killed some of
the Thompson family at the Williams Ranch, about
six miles north of us. The mother was shot and
killed and two boys were shot. One was dead. All
ranchers were advised to go to the nearest settle-
ment for safety. My mother's face blanched at
this news. She glanced quickly in the direction her
eldest daughter had just taken, and we aU won-
dered if the Indians would get her, too. My father's
face paled also, but he calmly answered, "The dan-
ger was yesterday, not today. If the Indians came
from the north and disappeared in the same direc-
tion, as you say, they're too far away by now to do
us any harm." We children stayed on the ranch alone
while Mother and Father attended the funeral.
Ranchers in the mountains faced dangers from
(Concluded on following page.)
MAY 1967
191
CHEESE PRESS USED
AT STRAWBERRY RANCH
TRAILBLAZERS IN MEXICO (Concluded from preceding page.)
other sources, too. Word came one day from Pache-
00, six miles to the west, where a few famihes were
beginning a colony, of the killing of Hyrum Naegle,
a relative of my father's. Two brothers, George and
Hyrum Naegle, tracked a wounded bear which had
killed many of their calves and young colts. Hyrum,
following the trail of blood the bear left, was onto
it before he realized. The wounded animal, taken
by surprise, charged before Hyrum could raise his
gun to shoot. Before George caught up with him, the
bear had severely mangled Hyrum. George admin-
istered to him, and he lived to be carried a mile and
a half to their ranch house, where his wounds were
washed and bandaged. Then he was held on his
horse and led fifteen miles to Pacheco; but he died.
Again we were left by ourselves while Father and
Mother attended this funeral. Hyrum's wife gave
birth to a baby girl a few months later.
Mexicans were afraid to enter the hills because
of the Indians, but a few began to pass by the
ranch after seeing we were "staying put" in spite of
danger. One day while Father was away and Mother
was alone with us children, our only male protector
being my ten-year-old brother, four ugly fellows rode
into the yard asking for the "patron."
They winked at each other when Mother bravely
told them Father was away but would soon return.
Instead of riding away, they made for the bam,
which was well-filled with wild hay and began gen-
erously feeding their horses. Mother and Lem cou-
rageously marched over to ask them to please leave
the hay alone. They laughed at her and led their
horses to the shade of the huge cedar tree in our
yard, where they proceeded to unsaddle them and
make a campfire. Besides warming their coffee and
heating beans and tortillas for their evening meal,
they began passing around a bottle of "sotol" and
became uproariously drunk.
As evening drew near, Mother gathered us around
her in the bedroom. Before she could tell us what
to do, however, we heard a team and wagon. We
In final stage of pioneer cheese making,
the hoop full of cheese was placed be-
tween two planks, firmly chinked into
the chimney. A heavy rock, suspended
from the top plank, was moved closer
as pressing dried out the cheese.
ran to the door, then to the gate, to meet our
neighbor and ask him to stay the night. But the
man was in a hurry to take a wagon wheel to his
wife who was stranded on Cedar Flat. We under-
stood and sadly watched him drive away.
"Well, the Lord can help us," Mother said, as
she led us again into the bedroom. With us kneel-
ing around her she simply asked the Lord to be
merciful and protect us. Before she could say
"Amen," we again heard a team and wagon. It was
the same neighbor explaining that the canyon above
us was filled with campfires and he would have to
stay with us after all.
Our neighbor's second appearance was enough
to scare the drunken trespassers away. Angrily they
saddled their horses and were soon on their way.
Mother always said she knew the Lord had magni-
fied the glistening fireflies in the canyon to resemble
campfires so that the man would return to protect us.
In between such scares, we had peaceful evenings
around the blazing fireplace, and time for Mother
to share with us her girlhood Ufe in Utah. From
these stories we all came to know her parents and
grandparents, her brother and sisters and cousins
so well that when I met them later in life, I knew
all about them.
The words "Gospel," "joining the Church," and
other terms Mother used as she told of her grand-
parents' conversion, of their "belief in the truth as
soon as they heard it," were not meaningful to me
then. But the reverent way in which she spoke those
words, and her hallowed look when she described
the hardships and trials her people had endured for
the Gospel's sake, were never to be forgotten. The
testimony that shone from her face grew more
meaningful as the years passed; and it made me in-
creasingly thankful that while we were proving to
the natives of Mexico that the hills and the moun-
tains were safe places in which to live, we were be-
ing taught not only what it means to be a pioneer,
but what it means to be a Mormon.
Library FUe Reference: PIONEERS.
192
TH E INSTR UCTOR
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Hill Cumorali Pageant
How A Pageant Opened The Dcx>rs Of A City
BY Charles W. Whitman*
Even before the Book of Mormon was off the press, churches, civic organiza-
tions, and other groups in Palmyra, New York, had passed resolutions forbidding
their members either to purchase the book or to accept it as a gift.^ This suggests in
a mild way how Joseph Smith and his Book of Mormon were received. In light of
the religious revival taking place in the town of Palmyra in 1819, it is easy to under-
stand that the account of visits of a heavenly being to Joseph Smith would not be
readily acceptable in that area. On April 2, 1830, in an issue of the paper which
preceded the Rochester, New York, Democrat and Chronicle, the following item of
history was recorded about Mormonism and Joseph Smith:
He was not only lazy and indolent, hut also intemperate, and his word was not
to be depended upon. We are truly glad to dispense with their society. The Book of
Mormon has been placed in our hands; a viler imposition was never practiced. It is
an evidence of fraud, blasphemy, shocking to Christian and non'Christian alike.^
This feeling of hostility toward the Mormons was still prevalent in 1937 and
was one of the reasons that Eastern States Mission President Don B. Colton organ-
ized a pageant to be presented on the side of the Hill Cumorah. President Colton
felt such a presentation would enable the surrounding communities to see and come
to understand more fully the Mormons' belief in the mission of Jesus Christ. Elder
Harold I. Hansen, a missionary, was named director of the pageant. He has directed
it each year since that time. Dr. Hansen recalls that after the close of the first
pageant, he and his companion tried to rent a roomi in Palmyra. At length they
were welcomed by a truly Christian woman, although of unsavory reputation, who
rented them a room. Dr. Hansen relates:
1 Willard Bean, A. B. C, History of Palmyra and the Beginning of "MormonisTn;" Palmyra-Courier Company,
Inc., Palmyra, N. Y., 1938; page 67.
2 "A Testimony," by Harold I. Hansen, address given at Southern California Leadership Week, August 26, 1958,
unpublished, page 6.
*Charles W. Whitman is an assistant professor at Brigham Young University, Department of Dramatic Art, and
former assistant director of the Hill Cumorah pageant. He has worked professionally in well-known, little-theatre enter-
prises in Minnesota, Oregon, Dallas, and Cleveland. He is a convert to the Church. He earned degrees from BYU
(B.A. 1957; M.A. 1958) and is writing a PhD thesis on the Pageant. He married Dorothy Whittaker; they are
parents of five children and are members of Sunset Third Ward, West Utah Stake.
J '-
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■'LI'-'* -V
ilte^v of Robert R. MuHen & Co., 'v^'sishiisfiloii, D. C.
1. Herald trumpeters open the pageant.
2. King Mosiah blesses Alma the younger. 3. Samuel the Lamanite prophesies of the co
HILL CUMOR
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ming of Christ. 4. The birth of Jesus is portrayed.
AH PAGEANT
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Montage prepared! and reproduced for THE INSTRUCTOR by Wheelwright Litho, Lf,S,A.
5* General Moroni confers with his captains.
Hill Cumorali Pageant
I learned in one short month, how much good
there can be in the had, and how much bad there
can be in the good. I found charity where I ex-
pected none. The conduct of that woman was
beyond reproach in regards to my companion and
myself. The kind of attention that she gave us will
stand to her credit throughout all time. I know
what it was to have an alderman of the same viU
lage say, when we asked to rent the electrical and
sound equipment of the village, 'T would rather
personally break it with a hammer than allow you
people to touch it."^
The pageant was not presented during World
War II. In 1948, when it was revived, the Palmyra
townspeople opened their doors (and in a very
real sense, their hearts) to the missionary partici-
pants. Today the townspeople house not only the
pageant participants but also countless Mormons
and non-Mormons who come to view the spec-
tacle.
In 1949, when President McKay (then a coun-
selor to President George Albert Smith) was in
Palmyra for the dedication of a new chapel, he
commicnted, "Joseph Smith has come home."^
The change in the attitude of the Palmyra area
residents towards the Mormons and their pageant
is certainly indicative that this statement is true.
In 1951 this item appeared in the Rochester Dem.-
ocrat and Chronicle:
It is a tribute to the spiritual texture of the
Rochester area that a religious pageant can out-
draw the most ballyhooed sports or professional
entertainment event. We turn to the annual Mor-
mon Pageant at the Hill Cumorah . . . as a case in
point.
If history repeats, up to one hundred thousand
people will see the dramatization of events record-
ed in the Book of Mormon. ...
The spectacle is a production in the deepest
sense of the word. The same words — lighting,
sound, costumes, stage crews, cues, music — that
bounce around back stage in the professional the-
ater are familiar to pageant officials. But there
is a difference. That of motive: Therein lies the
key to the magnetic quality of the pageant. Its basic
purpose is to deliver a message keyed to a better
life.^
This miessage "keyed to a better life" came
directly from the Book of Mormon and is part
of the active Latter-day Saint's life. Yet in 1830,
this same paper called the Book of Mormon "an
evidence of fraud, blasphemy, shocking to Chris-
tian and non-Christian alike."
It has taken his death and more than one hun-
dred years of passing time to vindicate Joseph
Smith. But the Gospel which he restored to earth
has weathered the most difficult of times and
brought forth wholesome, good fruit. The young
men and women who participate in the pageant —
whom the citizens of Palmyra are eager now to
take into their homes — are identical in breed-
ing, education, and belief to those missionaries
of 1937-1941 who, of necessity, slept in barns
and haylofts.
The following full-page advertisement, paid
for by 41 merchants representing all types of busi-
nesses, indicates the warmth with which Mormons
now are yearly welcomed to Palmyra:
Pageant time 1963, and with it comes the op-
portunity to express our "thanks" to the hundreds
of Mormons and their thousands of visitors who
convene in our community to conduct and witness
the annual spectacle.
Thank you for the dignity and prominence you
have given Palmyra in carrying the message of your
faith throughout the world, citing our conimunity
as the birthplace of the Mormon Movement.
And further, for the courtesy you show us in-
dividually in respecting our streets, our business
establishments, and our homes.
We admire your principles and your strict ob-
servance of church tenets.
We're glad to see you here!^
3 "A Testimony," by Harold I. Hansen, pages 4, 5.
4 Mrs, Walter Boyd, Palmyra, N. Y., unpublished letter, dated
March 27, 1964.
5 Democrat and Chronicle (Rochester, N. Y.). July, 1958. Used by
permission.
6 Palmyra Courier-Journal (New York), August 8, 1963; page 1.
Used by permission.
(For Course la, lesson of May 7, "Our Church Is Growing"; for
Course 5, lesson of July 9, "Peacemakers"; for Course 7, lesson of
July 16, "Making the Church Stronger"; for Course 11, lesson of
June 18, "Early Drama in the Church"; for Course 13, lesson of
May 28, "How the Gospel Spreads"; for Course 19, lesson of July 30,
"Religious Liberty and Toleration"; for Course 29, lesson of July 2,
"True Church, A Missionary Church"; to support family home even-
ing lesson 18; and of general interest.)
Library File Reference: HILL CUMORAH.
Photo subjects in the numbered pictures are:
1. 1961, 1. to r., Jay Ashton, Inkom, Idaho; Joel Justensen,
Lancaster, California; Douglas Castleton, Malad, Idaho;
and Frederic D. Whitney, Anaheim, California.
2. 1961, I. to r., Jerry Huish, Sandy, Utah; Clyde Forbes,
Unionville, Missouri; LaDonna Noyes, Ephraim, Utah;
Arnold Jameson, Syracuse, New York.
3. 1962, Ivan Crossland, Provo, Utah.
4. 1960, photo by Werner Wolff. Subjects not identified.
5. 1961, 1. to r., Terry Fullmer, Driggs, Idaho; captains not
identified.
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Begins
at Home
A Little-picture Story by Marie F. Felt
If there were more reverence in human hearts, there
would he . . . more increased capacity for joy and
gladnessJ — President David O. McKay.
If you could have visited at the home of David
and Jennette Evans McKay in HuntsviUe, Utah, on
a typical summer evening in 1897, you might have
seen kneeling in a circle for family prayer eight Mc-
Kay children and their parents. Family prayer was
held every day, both night and morning, for the
McKays were grateful for the Gospel and its bless-
ings. The children, by name, were David O. and
Jeanette, both of whom had graduated from the
University of Utah earlier that year, Thomas E.,
Ann, William, Morgan, EHzabeth, and Katherine.
(Two older girls, Margaret and EUena, had died the
year David 0. was seven years old.)
When prayer was finished, the family would rise
and take their places at the supper table. Then
Father McKay would ask one of the family to pro-
nounce the blessing on the food.
Church First
There must have been much reminiscing on such
evenings that summer. David 0., the eldest son, had
just been asked to do missionary work in Great
Britain. Even before graduation he had planned to
begin teaching school that fall; but when the mission
call came, there was no question as to what he should
do. He immediately postponed his teaching career
and prepared to leave for the British Isles. Why
would he do this?
Father McKay and their lovely mother always
had put the Church and its teachings first. They
had taught their children by word and example to
love the Gospel, and to love and respect the author-
(For Course 1, lessons of July 16 and 23, "We Talk to Heavenly-
Father," "We Pray Alone," and "We Pray with Other People"; for
Course la, lessons of July 2 and 30, "President David O. McKay"
and "We Learn How To Live"; for Course 3, lessons of July 2 to 16.
"We Are Commanded To Pray," "We Are Commanded To Be Rev-
erent," and "We Keep the Sabbath Day"; for Course 9, lessons of
June 25 and July 9, "A Leader Honors His Parents" and "A Leader
Has Righteous Friends"; to support family home evening lesson 14;
and of general interest.)
"^Pathways to Happiness, compiled by Llewelyn R. McKay; Book-
craft. Inc., Salt Lake City, Utah, 1957; page 260.
Four-year-old David O. McKay, with his father.
ities of the Church. They had taught them to show
love for their Heavenly Father by being reverent in
the home, in Sunday School, and in other meetings.
The children had learned early that when the
ward teachers (we call them home teachers now)
came to call each month, the entire family was to
gather in the parlor to hear the message brought by
these good men. No matter what the members of
the McKay family were doing, they came to listen
and were attentive and respectful. No one excused
himself for another appointment or to do school les-
sons, or anything else.
A Ten-year-old Grownup
Mother McKay reminded the family how "grown-
up" David O. had been, even when he was ten years
old. His father had just returned from a mission
to Scotland and that same year was ordained bishop
of the ward in Eden, a tiny community about two
and a half miles from HuntsviUe. Bishop McKay
would make the trip each Sunday riding the family
mule, and young David would go along to bring the
mule back. The family attended meetings in Hunts-
viUe. They never used a saddle, but in lieu of it
threw an old quilt across the mule's wide back.
After church, the bishop would walk back home.
MAY 1 967
193
REVERENCE BEGINS AT HOME (Continued from preceding page.)
One Sunday morning after David 0. had left his
father and started home, the quilt slipped, and
David slid off the mule. Free of the boy's weight, the
mule moved on without his rider. David trudged
after him, dragging the quilt. It could have been a
long walk for the boy, but a kind man cornered the
mule in his corral. He helped David replace the quilt
and climb back on the animal for his ride home.
Just two years later, Father McKay was named
bishop of Huntsville Ward, and the family was proud
to have the father worthy of this honor. Church
was the number one activity in their lives, and each
Sunday found them attending both Sunday School
and sacrament meeting — all in the family, with-
out exception. During the week all assignments
and responsibilities in the Church were taken care
of proudly. If home duties conflicted, they had to
wait. Church was first, and all else second.
Reverence Is Rewarding
The McKay family was proud of the fact that
during the 25 years Bishop McKay presided in
Huntsville, the entire community showed love for
their Heavenly Father by their reverent attitude in
church. They knew they were in the house of the
Lord and that visiting, loud talking, and much mov-
ing around were out of order. With such behavior,
the spirit of the Lord was abundant in their meet-
ings; and everyone felt it was good to be there. It
was interesting and eventful to belong to the McKay
family, they all remembered, especially during the
time that Father McKay was bishop. Since there
were no hotels or cafes in Huntsville at that time,
the visiting Church authorities at quarterly con-
ferences were guests of the McKays. So, too,
were those who represented the auxiliaries — the Sun-
day School, Primary, Mutual, and Relief Society.
The children were privileged to mingle with them,
listen to their words of wisdom, and partake of the
wonderful spirit they brought with them. Never
were the children sent away so that the adults could
talk alone.
Reverence Begins at Home
Perhaps it was this influence that led President
David O. McKay to say in later years:
"Reverence, as charity, begins at home. In early
childhood children should be trained to be respect-
ful, deferential, reverent — respectful to one another,
to strangers and visitors — deferential to the aged
and infirm — reverential to things sacred, to parents
and parental love. . . . No true psychologist will say
that a child should grow up without a consciousness
that in the home and in the presence of others there
are bounds and limitations to his activities, desires,
and tantrums. Train up a child in the way he should
go, and when he is old he will not depart from it.*
(Concluded on page 196)
Family of David McKay and Jennette Evans McKay in 1 897. Front row, left to right, David McKay, William, Katherine,
Morgan, Elizabeth, Jennette Evans McKay. Second row, left to right, Jeanette, David O., Thomas E., and Ann.
194
THE INSTRUCTOR
Junior Sunday School
WHY AND
WHY NOT?
SHOULD ALL JUNIOR SUNDAY SCHOOL
OFFICERS AND TEACHERS ATTEND
PRAYER MEETING?
"The prayer meeting should precede every Sun-
day School session, and should be attended by all
officers and teachers. A separate prayer meeting for
the Junior Sunday School officers and teachers is
not recommended. The prayer meeting commences
at least twenty minutes before the Sunday School
and convenes for at least ten minutes. It is a period
of spiritual uplift and concerted supplication for
divine help." (See The Sunday School Handbook
1964, page 24.)
The responsibility of leadership in bringing the
Gospel to the children of the Church gives pause for
humility and the recognized need for divine guid-
ance. Individual and group prayer, plus thorough
preparation, strengthen the Junior Sunday School
officer or teacher for her task. Regular attendance
at the prayer meeting conducted by the Simday
School superintendent is a duty wisely assigned.
Sometimes local conditions require that many
children consistently arrive at Church while their
leaders are in prayer meeting. In such cases it may
be well to appoint a parent or some other respon-
sible adult to supervise the children in the Junior
Sunday School chapel until the officers and teachers
conclude prayer meeting. This same adult could
assist the children with wraps and help them ob-
serve appropriate conduct during the pre-Sunday
School period; she could then return to the Senior
Sunday School.
Junior Sunday School Committee.
SIX PRINCIPLES
A well-known American merchant prince and
philanthropist, J. C. Penney, has formulated six prin-
ciples for practical application to daily life and busi-
ness transactions. These principles, as published in
The Pick-Up, are as follows:
I believe in preparation. A man must know every-
thing possible about his business; he must know
more than any other man knows. His achievement
depends largely on preparation.
/ believe in hard work. The only kind of luck any
man is justified in counting on is hard work; this
means sacrifice, persistent effort, and dogged deter-
mination. Growth is never by chance; it is the re-
sult of a combination of forces.
/ believe in honesty. There is a kind of honesty
that keeps a man from taking something which be-
longs to someone else, but there is also that finer
honesty that will not allow a man to give less than
his best, that makes him count not his hours but
his duties and opportunities, that constantly urges
him to enlarge his information and to increase his
efficiency.
/ believe in having confidence in men. I have
found my most valuable associates by giving men
responsibility, by making them feel that I relied
upon them. And those who have proved unworthy
have only caused the others, who far outnumbered
them, to stand in a clearer light.
/ believe in appealing to the spirit of men. One
of the wisest men who ever lived said: "For the
letter killeth, but the spirit giveth life." Every enter-
prise in which I have been interested demonstrates
this fact.
I believe in a practical application of the Golden
Rule as taught by the Master nearly two thousand
years ago — one of the most fundamental laws that
can be expressed in words, specifically stated in the
literature of eleven known religions.^
^Taken from Swnshine Magazine, May, 1960, page 6A.
Library File Reference: LIVING.
MAY 1967
195
THE SUPERINTENDENT AND
THE JUNIOR SUNDAY SCHOOL
Under the new, recommended
uniform plan for the division of
responsibility of the superintend-
ency, the superintendent has direct
supervision of Junior Sunday
School, in addition to other duties.
This assignment has given many
superintendents a new respect for
the accomplishments and problems
of the Junior Sunday School co-
ordinator.
One superintendent recently at-
tended a Junior Sunday School
class of 27 active, noisy, five-year-
olds. Two classes had been com-
bined when a teacher failed to ap-
pear. Individually, or in small
groups, these children, willing to
cooperate and anxious to learn,
would have contributed to ideal
teaching situations. Together they
made presentation of the lesson
impossible.
After 45 minutes in this uncom-
fortable class, the superintendent
made several resolutions:
1. His regard for coordinators
and Junior Sunday School teach-
ers would be even higher than it
had been.
2. He would personally work on
the problem of teacher absenteeism
but would recognize that some
absenteesim is properly excused.
3. A reserve of teachers would
be ready to prevent a recurrence
of this awkward class situation.
4. Where there were too few
classrooms available, several small
groups separated in the cultural
hall would be better off than a
large group of children in a small
classroom.
5. He would work with the bish-
op toward improving physical sur-
roundings so that they could be
adapted to the teaching of small
children: low tables, chairs low
enough to permit little feet to
touch the floor, paper and crayons,
picture books. (All of these are
now considered necessary aids.
Though this was not a wealthy
ward, the superintendent was sure
that these helps could be made
available to his teachers.
The Sunday School Handbook
1964 recommends that there be no
more than 12 to 15 children in any
class in Courses 2 and 3. If the
children can be subdivided into
even smaller groups, a better
teaching situation is created.
The Savior said, "Suffer Httle
children to come unto me." We
superintendents can help them
reach the Savior by making pos-
sible that intimacy which comes
between a loving, prepared teach-
er and the members of her class
when the class is the right size.
Two of the superintendent's
first duties in Junior Sunday
School are to appraise the size of
his classes and the availability of
teachers and classrooms.
— Superintendent
David Lawrence McKay.
REVERENCE BEGINS AT HOME (Concluded from page 194.)
[Proverbs 22:6] is an admonition full of sound
philosophy."-
About a month before David O. turned 14, Pa-
triarch John Smith came and stayed at their home
several weeks, giving patriarchal blessings to the
people of Huntsville and the nearby communities.
Young David 0. received his blessing at that time.
After the blessing was finished, the patriarch said
to the youth, "You have something to do besides
play marbles."
Instead of being impressed with the wonderful
blessing he had received, David went immediately to
his mother and told her what had happened. Indig-
nantly he said, 'Tf Brother Smith thinks that I am
going to stop playing marbles, he is mistaken. I am
not." With love and understanding Sister McKay
explained to young David that he had misunder-
stood Brother Smith; he didn't have to stop playing
marbles right then, but if he loved the Lord, obeyed
his parents, and lived the principles of the Gospel,
there would be a day when he would be a teacher
and a leader of his Heavenly Father's children.
There were many other experiences the McKay
children and their parents would remember those
summer nights in 1897. And their hearts were warm
and grateful. David 0. knew as he prepared to leave
on his mission that he had been trained up "in the
way he should go." As he thought of all the things
his parents had taught him, he knew he could teach
and share these things with others all his life.
How To Use the Pictures:
In this issue of The Instructor are small pictures of
"President David O. McKay" for distribution to the chil-
dren.
On the reverse side are appropriate statements on rever-
ence by President McKay for their guidance.
^Pathways to Happiness, pages 258-259.
Library File Reference: McKAY, DAVID O.
196
THE IN STRUCTOR
Answers to Your Questions.
Right Way to End a 2V2-mmute Talk
Q. Is there a wrong and a right
way to end a 2^/^ -minute talk?
— Tulsa Stake.
A. Yes. Sunday School teachers
should teach those who give 2^-
mhiute talks to understand and
believe what they say. If the stu-
dent is going to speak of a prin-
ciple, he should be asked if he be-
lieves it to be true. If he does, he
should bear testimony of its truth-
fulness. This is done by saying: "I
bear you my testimony that this is
true in the name of Jesus Christ.
Amen."
If the speaker wishes that which
he says to be applicable and in-
fluential in the lives of the Usten-
ers, he should pray that it wiU
have this effect. Such a conclusion
could be: "That we may all do this
is my prayer in the name of Jesus
Christ. Amen." Or, "I pray that
we may all apply these principles,
and I do it in the name of Jesus
Christ. Amen."
Often a speaker will tell an ordi-
nary story in which he thinks he
finds a moral. The story may be
about baseball or an experience in
the canyon or any kind of com-
monplace incident. It is not proper
to conclude such a story suddenly
with, "I say this in the name of
Jesus Christ. Amen." This expres-
sion is inaccurate and too common-
place.
The story, if it has a moral, can
be concluded with: "I pray that
we may all be as faithful as the
boy in this story, and I do this in
the name of Jesus Christ. Amen."
It is to be hoped that every 2^^-
minute talk will be worthy to be
concluded with a prayer or a bless-
ing or a testimony "in the name
of Jesus Christ. Amen."
— General Superintendency.
COMING EVENTS
May 14, 1967
Mother's Day
July 24, 1967
Mormon Pioneer Day
Memorized Recitations.
For July 2, 1967
Scriptures listed here should be
recited in unison by students of
Courses 11 and 19 during the wor-
ship service of July 2, 1967.
These scriptures should be memo-
rized by students of the respective
classes during the months of May
and June.
Course 11:
(This scripture tells us that
there was a written record for the
Israelite tribe of Judah [the Holy
Bible] and also a written record
for the Israelite tribe of Joseph
[the Book of Mormon], and that
the two records would be brought
together as one.)
"The word of the Lord came
again unto me, saying,
"Moreover, thou son of man,
take thee one stick, and write up-
on it, For Judah, and for the chil-
dren of Israel his companions:
then take another stick, and write
upon it. For Joseph, the stick of
Ephraim, and for all the house of
Israel his companions:
"And join them one to another
into one stick; and they shall be-
come one in thine hand."
—Ezekiel 37:15-17.
Course 19:
(This scripture foretells the ap-
pearance of Elijah in the last days
to restore the keys of sealing to
the earth.)
"Behold, I will send you Elijah
the prophet before the coming of
the great and dreadful day of the
Lord:
"And he shall turn the heart of
the fathers to the children, and
the heart of the children to their
fathers, lest I come and smite the
earth with a curse."
— Malachi 4:5, 6.
The Deseret Sunday School Union.
Advisers to the General Board: Richabd L. Evans, Howard W. Huntek
General Superintendent: David Lawrence McKay
Lynn S. Richards, First Assistant General Superintendent; Royden G. Dekrick, Second Assistant General Superintendent;
Richabd E. Folland, General Secretary
David L. McKay
Lynn S. Richards
Royden G. Derrick
Richard E. Folland
Claribel W. Aldous
Ruel A. AUred
J. Hugh Baird
Catherine Bowles
MEMBERS OF THE DESERET SUNDAY SCHOOL UNION BOARD
John S. Hoyden
Marshall T. Burton
Herald L. Carlston
Victor B. Cline
Calvin C. Cook
Robert M. Cundick
Reed C. Durham, Jr.
Robert L. Egbert
Henry Eyring
William F. Gay
Elmer J. Hartvigsen
Sam.uel L. Holmes
Laurence A. Lyon
Thomas J. Parmley
Dean A. Peterson
Willis S. Peterson
Blaine R. Porter
Warren E. Pugh
Ethna R. Reid
Wayne F. Richards
G. Robert Ruff
Alexander Schreiner
Joseph Fielding Smith, Jr.
Donna D. Sorensen
Lorin F. Wheelwright
Frank S. Wise
Clarence E. Wonnacott
Ralph Woodward
MAY 1967
197
IT has been a humbling experience to live and work
among the Indians of Arizona and New Mexico
for the past two years. As a missionary, I was con-
tinually brought face to face with their childlike
faith, their sincerity, and their humility. I believe
we can learn a great deal about living from their
simple way of life.
The Indians are a people whom the Lord has
humbled in two ways: by environment and by sub-
jection to the white man. But in these harsh pro-
cesses the Indians have found the power of humility
and simple faith. Their minds have not been tar-
nished by the sophistication of the world. In my
thinking, these are people who have not lived by
bread alone.
Many times in the desert I have watched them
pray for rain to save their parched and dying crops
— and the rain fell. They have learned the practi-
cality of applying spiritual principles to everyday life.
It is my conviction that these covenant people
of Israel possess many outstanding qualities of great-
ness, but they lack one important thing: The In-
dian people, as a whole, do not have a true under-
standing of the nature of our Heavenly Father nor
a testimony of Jesus Christ. As they gain in under-
standing and testimony, they will claim their right-
ful position of inheritance and honor and leadership
in God's kingdom, in accordance with the promise
of the scriptures:
As missionaries extend their labors over the earth today, the words
of the Savior to the sons of Mosiah echo down to us —
"GO FORTH
AMONG THE LAMANITES
THY BRETHREN
by D. Corydon Hammond*
198
Art by Dale Kilbourn.
THE I N STR U CTOR
And this is life eternal^ that they might know
thee the only true God, and Jesus Christ, whom
thou hast sent. (John 17:3.)
As this remnant of Israel gains doctrinal knowl-
edge they will become as the converts of the sons
of Mosiah who were "... numbered among the peo-
ple who were of the church of God. And they were
also distinguished for their zeal towards God, and
also towards men; . . . and they were firm in the
faith of Christ, even unto the end." (Alma 27:27.)
With this knowledge, and the spiritual qualities
they already possess, Indian Israel truly will have
blossomed as a rose. Some of them already are
gaining these blessings.
In Acoma Pueblo, New Mexico, my companion
and I taught a family who are members of a tribe
that generally had been quite reluctant to listen to
missionaries. Less than a year ago we went into
the home of an elderly couple there and presented
the plan of life and an introduction to the Book of
Mormon. The woman translated to her husband, who
spoke little English. He was a stately man, yet meek
and humble and sincere. As we concluded, we asked
if there were any questions. He spoke to his wife in
Indian for a long time; then she turned to us and
said:
"He has no questions. The story you bring to us
is true. Years ago his grandfather told him many
of these things."
And the Lord, prophesying of these things and
this people, said:
And thou shalt be brought down, and shalt
speak out of the ground, and thy speech shall be
low out of the dust, and thy voice shall be, as of one
that hath a familiar spirit. . . . (Isaiah 29:4.)
The Gospel of Jesus Christ does have a "fami-
liar spirit" to modern Indian Israel, just as it had
more than two thousand years ago when the sons
of Mosiah gave up a throne, and in spite of the
laughter and scorn of their associates, went forth in
fasting and prayer, teaching among the Lamanites
for many years. Later, Jesus Christ Himself pre-
sented His message to their descendants, the ances-
tors of the Indians of today.
In our day Elder Spencer W. Kimball has been
inspired to declare that "the day of the Lamanite
(For Course 7, lesson of June 18, "Indians, Friend and Foe"; for
Course 9, lesson of May 28, "A Leader Serves"; for Course 11, les-
son of May 28, "Present Missionary System"; Course 13, lesson of
May 28, "How the Gospel Spreads"; for Course 15, lesson of July 9,
"Mission to the Lamanites"; for Course 29, lesson of July 2, "True
Church, A Missionary Church"; to support family home evening
lesson 18; and of general interest.)
*D. Cory don Hammond served in the Southwest Indian Mission
from 1964 to 1966. He is attending the University of Utah preparing
to go into Indian education. He is employed by the Western History
Center at U. of U. doing historical research and field work among
western Indian tribes. Brother Hammond is a son of Lee J. and
Cleo Haslam Hammond; the family live in Monument Park First
Ward, Monument Park (Utah) Stake,
is here." And from the comers of the globe and
the isles of the sea, the Lord is calling and gather-
ing faithful servants to go among this remnant of
Israel again. And He is saying to us, even as He
said to the Nephites:
. . . Go forth among the Lamanites, thy brethren,
and establish my word; yet ye shall be patient in
long-suffering and afflictions, that ye may show forth
good examples unto them in me, and I will make an
instrument of thee in my hands unto the salvation of
many souls. (Alma 17:11.)
About a year and a half ago more than 180 mis-
sionaries in the Southwest Indian Mission himibled
themselves and united in prayer and fasting to show
the Lord that "they meant business." To show their
sincerity these servants fasted for three days and pe-
titioned the Lord concerning the welfare of the In-
dian people. Then the missionaries put forth in-
creased effort to teach the Gospel. These are the
kind of servants the Lord is sending forth to gather
Israel.
The greatest privilege of my life has been to
serve the Master among Indian Israel. To me, there
is no greater opportunity than to serve among these
humble people. Once an individual has lived and
served among them, his life is forever changed.
Concerning the descendants of the Book of Mor-
mon peoples, Elder Matthew Cowley said:
. . . After this conference I am going among the
Indian people of the Southwest Indian Mission.
Brothers and sisters, they are our people. The salva-
tion of these people rests upon us. The rewards to
which they are entitled must come through us and
the service we are willing to render to them and
for them.
I love these native races. They have given me
something that I could have received from no other
source. Even though some classify them as heathen,
yet I have never seen the veil between God and man
so thin as I have seen among these natives races. . . .
I offer up my thanksgiving to my Father in heav-
en for these natives who are here today. My, how
much I owe to them. . . .^
Think of it — a high priest, an apostle of the
Lord, expressing his debt to these people! Surely
every servant who has labored among Indian Israel
feels this way.
I know that another latter-day prophet was
speaking for God when he said of the missionary
work among these people:
This work is of the greatest importance of any
work of the present day.^
'Matthew Cowley, Matthew Cowley Speaks; Deseret Book Com-
pany, Salt Lake City, Utah, 1954; pages 24-25, 28.
-Orson Pratt (July 15, 1855), Journal of Discourses, Vol. 9, page
178.
Library Pile Reference : INDIANS— MISSIONS.
MAY 1967
199
OUR WORSHIPFUL
HYMN PRACTICE
Senior Sunday School Hymn for the Month of July
Hymn: "Lead Me Into Life Eter-
nal"; author, John A. Widtsoe; com-
poser, Alexander Schreiner; Hymns —
Church of Jesus Christ of Latter-day
Saints, No. 141.
To the Chorister:
There is no greater striving in
the human soul than that for eter-
nal life. But eternal life, as the
Gospel teaches it, is more than
mere existence forever; it means
much more than playing harps in
the heavens and leading an other-
wise idle life. Life eternal, to Lat-
ter-day Saints, means a life of in-
terested, purposeful, and important
activity — progress and achieve-
ment without end. That is what
we are singing about in this hymn.
The message of the hymn was
written by the late Elder John A.
Widtsoe, of the Council of the
Twelve; the music, by Alexander
Schreiner, Tabernacle organist.
This hymn has an earlier ver-
sion. Dr. Widtsoe first wrote it as
"Father, Lead Me Out of Dark-
ness," with the intention that the
hymn should be sung by investiga-
tors of the Gospel. But he found
that by the time investigators were
far enough advanced to learn such
a hymn, they were really ready for
baptism. Then they would rather
sing: "Lead Me Into Life Eternal."
Thus the hymn was revised for
our present hymnbook.
The hymn is easy to sing. It has
an easy register (that is, there are
neither very high nor low notes)
and an easy rhythm. Encourage
the people to sing it with full voice.
Let the tempo be moderate so that
it will call no attention to itself.
Some people sing with their
hymnbooks in their laps, and when
the chorister looks at them they
appear as if they were asleep. En-
courage singers to raise their books
sufficiently so that they may be
able to read the words and see the
chorister in about the same line
of sight. 'J'his procedure will like-
wise help them to sing with an
upward look. Let us really appear
to be singing with gladness and
worship directly to our God. Let
us sing to Him in gladness and in
appreciation for the richness of
blessings showered upon us. Let
us hold our heads high for spiri-
tual refreshment when we sing to
the Lord. If people are lax, then
the chorister should in all kind-
ness and gentleness, and without
reproof, persuade them to sing
upward. Professional singers al-
ways endeavor to take some kind
of a heroic stance when they sing.
Our stance and attitude can be
more than heroic; it can be divine-
ly worshipful.
To the Organist:
Use a fairly strong organ, with
a bright, not dull, tone color. This
will help inspire the people to sing
with full heart and voice. Let the
organ and voices ring out together
to the words: "Father, all my
heart I give thee" and "Grant me
ready strength for all." You will
notice that the whole hymn points
to the idea of strength rather than
weakness.
Now, how do you produce a
bright tone color with the organ
stops at your disposition? You will
do well to discuss this important
part of your artistic work with
other organists. The dullest tone
color is always eight-foot tone
alone. This single color may be
built up gradually in brightness by
adding to it the stops with pitches
of one or two octaves higher. The
octave coupler similarly will help.
Let us encourage you to try out
these technical details when you
are alone in church practicing the
organ. Observe also that a 16-foot
tone (available on most organs)
produces a strong, dull, tone qual-
ity. Avoid it for congregational
use, unless you are willing to play
an octave higher with the hands.
Your organ sound should be
bold enough that people can hear
it clearly and thus be inspired to
sing with vigor. Any timid action
on your part will weaken the sing-
ing. Let your organ playing be an
energetic example to the people.
Let both organ and voice sound
equally loud together, both wor-
shiping the Lord with joy and
thanksgiving.
— Alexander Schreiner.
July Sacrament Gems
Senior Sunday School
"... Thou shalt go to the house
of prayer and offer up thy sacra-
ments upon my holy day."^
^Doctrine and Covenants 59:9.
Junior Sunday School
"We partake of bread and water
to witness that we remember Jesus
Christ."^
^Journal of Discourses, Volume 11, page 40.
200
THE I NSTRUCTOR
Junior Sunday School Hymn for the Month of July
Hymn: "An Angel Came to Joseph
Smith"; author, Anna Johnson; com-
poser, Alexander Schreiner.
Our hymn for the month of July
is related to the early history of
the Church. For many children
this will be an introduction to the
story of the Angel Moroni and
his visits to the Prophet Joseph
Smith.
To the Chorister:
Inasmuch as pictures are a good
substitute for reality, you may
wish to plan your presentation
around the "Joseph and the Angel
Moroni" flannel cutouts for The
Children Sing; set 1 — M-c-2, M-c-
3, and M-c-4.
Occasional use of visual aids,
carefully selected and skilfully pre-
sented, will help to make your
hymn-of-the-month presentation
more meaningful to the boys and
girls. Such aids lend variety to
your teaching. They may also stim-
ulate interest and make the chil-
dren eager to sing.
As you introduce the story of
the Angel Moroni's visits to the
Prophet Joseph, be sure this im-
portant part of Church history is
related accurately to the boys and
girls. The hymn refers to the
Book of Mormon. Read in the very
front of the book the part entitled,
"Origin of the Book of Mormon."
Reread it! After studying this ma-
terial you will be better prepared
to teach the hymn with conviction
and sincerity.
Express the Gospel concept you
wish to teach in words appropriate
for little children. (Example: An
angel guided the Prophet Joseph
to the Hill Cumorah where he
found a sacred book.) Outline your
story and reduce it to a minimum
of words, placing the pictures on
the flannelboard as you tell the
story of the angel's visit. Because
of children's association with the
words "plates" and "record" you
will need to exercise caution in
your explanation of these terms.
Sing the first stanza to the chil-
dren two or three times and then
ask them to join with you. This is
the whole-song method. You will
need to work on some problem
spots and repeat some phrases. If
your Junior Sunday School is es-
pecially young, teach by the phrase
method. (See A Guide for Choris-
ters and Organists in Junior Sun-
day School, page 23.) Don't und-
erestimate the need for repetition
Organ Music To Accompany July Sacrament Gems
^
Simplice
^
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Darwin K. Wolf ore
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311
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and careful review of both words
and melody. Isn't it better for
children to sing the first stanza
accurately than to mumble an oc-
casional word in two or three
stanzas?
You will help the little ones re-
member the Gospel concept if you
have them pronounce the difficult
words, such as: angel, Moroni,
Prophet Joseph Smith, sacred, and
precious. Yes, you are a teacher,
an important Gospel teacher.
Review
Refer to The Instructor, No-
vember, 1966, page 441, or Re-
prints of Songs from The Instruc-
tor, and review the number
"Hosanna." Have the children sing
this as a hymn of praise. Strive for
quality and enthusiasm, rather
than volume. (Refer to A Guide,
page 14.) In your pronunciation
of the key word "hosanna," avoid
singing a nasal sound — "sanna";
instead, darken the "a" and sing
"sa(h)nna." This will sound more
musical, and the children will imi-
tate with ease. For other reviews
see the list of 1967 Hymns of the
Month in The Instructor, Janu-
ary, 1967, page 34.
To the Organist:
A suggestion for your prelude is
"German Song," The Children
Sing, No. 204. This is a beautiful,
singing melody that needs to be
played with a caressing touch in a
quiet, legato style. The lefthand
accompaniment is subdued and
connected. The careful phrasing
will help in your interpretation of
the music. If your prelude doesn't
have a calming effect on the con-
gregation, evaluate your perfoi*m-
ance critically.
— Vernon J. LeeMaster.
MAY 1 967
201
"7/ you hod lost the home where you were born, the old family home-
stead that was very dear to you . . . would you not feel very much
distressed and sad when finally it was discovered that you could not
redeem it and the mortgage was to be foreclosed? . . . Supposing in such
a moment a friend of yours could settle with the holder of the mortgage."
Through the atonement of Christ we may say:
A Friend Redeeras Our Home
( EXCERPTED FROM A SERMON BY THE LATE ELDER MELVIN J. BALLARD,
OF THE COUNCIL OF THE TWELVE*)
. . . After the fall of Adam
wherein mortality was intro-
duced in the world, there was
no way nor means by which
man could be raised from the
grave except through the death
of the Divine One. A great and
eternal law had been violated,
and it required the death of a
God, really, to atone for the
broken law and to bring to pass
the salvation of man and the
salvation of the world. We do
not accept in any theoretical
way, but in a practical, in a
real way, that the mission of
the Lord Jesus Christ was to
die for the sins of the world,
to die to redeem all mankind
from the grave, and to redeem man from his individ-
ual sins upon certain terms and conditions that are
specifically laid down in the Gospel. . . .
. . . When man came into the world, he came
under the bondage of death, for it was upon him.
The seeds of death were in the body, and the mort-
gage was to be foreclosed. Death was to have its
own, and no power could stop man from passing
through that thing we call death. It had to have its
way, and so it claims us all. And yet the Lord Jesus
Christ was the first one to rise from the dead.
We know that He arose from the dead, not only
because of the witnesses and the testimonies of the
(For Course 9, lesson of May 28, "A Leader Serves"; for Course
19, lesson of July 23, "The Resurrection"; for Course 27, lesson of
May 28, "Obedience"; for Course 29, lessons of July 9 to 23, "A
Voice of Warning," "His Many Mansions," and "Road to Salvation
and Exaltation"; to support family home evening lesson 18; and of
general interest.)
apostles who saw Him and
heard Him, but also . . . be-
cause of the witnesses we have
in our own day and time; and
not only He, but others also
arose. And we know that His
rising from the dead was not a
reawakening back to mortal
life, as some are teaching who
say that when His body lay in
the chill tomb convulsions of
nature occurred, maybe an
earthquake, and that it awak-
ened Him so that He came
back to mortal life, then passed
a few years with His disciples,
and finally went off to die a
a natural death. Such are the
teachings of some today. We
know they are not true, but that He really died, that
His spirit went out of His body, and that His body
was resurrected to a real and tangible condition. We
know that not merely the spirit arose from the body,
as some teach resurrection, but that His resurrec-
tion was an actual coming back into a real and tan-
gible body, so that He could say to His disciples,
"Handle me and see; for a spirit hath not flesh and
bones, as ye see me have." {Luke 24:39.) And so
He was a real individual.
As He was the first fruits of them that slept, so
is He the Hght and the way. No man will ever come
up except by the powers that Jesus Christ had, and
He had them before He came into the world, and
He exercised them Himself, and He will exercise
*Melvin J. Ballard — CriLsader for Righteousness; Bookcraft, Salt
Lake City, Utah, 1966; pages 144-149.
202
THE I NSTRUCTOR
them for all mankind. They shall arise and come
forth.
I like to look upon it from a practical point of
view, or in a way that we may clearly understand
it, and I have sometimes used this illustration. If
you had lost the home where you were bom, the
old family homestead that was very dear to you,
because in a foolish moment you overreached your-
self and in excessive confidence you placed a mort-
gage on that home, with the thought that you could
easily redeem it, would you not feel very much
distressed and sad when finally it was discovered
that you could not redeem it and the mortgage was
to be foreclosed so that it was to pass out of your
hands? Supposing in such a moment a friend of yours
could settle with the holder of that mortgage, and
he would say to the holder of the mortgage, "You
do not want this property." He would say, "No, I
want my money." "Very well, I can give you the
money. I will pay you. You surrender the mortgage
to me." And when that friend had paid the price
and had secured the title to the homestead, would
he not be a wonderful friend if he should return
and say to you, "Now I know this was your home,
and I know you love it. I know you are very sorry
to lose it. I have redeemed it. It is mine, but I
propose to give it back to you on certain condi-
tions. They are easy. It is possible for you to ful-
fill them. I will not only give it back to you as it
was, but I will glorify it also. I will make it more
splendid and more wonderful than ever, and I will
give it to you forever and ever."
Would he not be a wonderful friend? That is
the kind of friend that the world has in Jesus
Christ, The mortgage of death was foreclosed, and
death claimed its own. The grave received the body,
and there it would stay forever and forever, were it
not that Jesus Christ had interceded. He has settled
with the holder of the mortgage. The price He paid
was His life. In some way not yet perhaps fully
comprehended and understood by us, He attained
in that sacrifice a value of worth recognized, bar-
tered for and exchanged and given to the holder of
the mortgage; and He satisfied the claims upon these
earth bodies. He has purchased us; He has re-
deemed us; He has bought us; and we belong to
Him. And now He proposes to give back these bod-
ies glorified. To those who keep the full law He
promises to give a celestial body, full of celestial
power and glory and splendor; and to those who
keep the terrestrial law, a body not so glorious, but
still glorious and splendid; and telestial bodies to
those who keep the telestial law; thus He extends
to each this privilege. This is what the Lord Jesus
Christ has done for man. ...
And so He died upon the earth that He created
under the appointment of His Father, to redeem the
earth as well as men, and He died to earn the right
to rule as King of kings and as Lord of lords. . . .
Not only do we glorify that which He has accom-
plished in life, but to us there is no ceremony, no
ordinance, sacred or valid, that does not have the
sealing power and blessing and sacred name of Jesus
Christ associated with it, for all we are and all we
do is in His sacred and holy name.
We look to Him to return again. I rejoice to
know that, glorious as the past has been, the future
is more wonderful. To the men who stood by when
He ascended, the angel said:
. . . Ye men of Galilee, why stand ye gazing up
into heaven? this same Jesus, which is taken up
from you into heaven, shall so come in like mxinner
as ye have seen him go into heaven. (Acts 1:11.)
Indeed in part so has He come, for only a few,
not the multitude, saw Him ascend, and a few have
seen Him return. In the Sacred Grove, Joseph
Smith saw Him . , . and upon other occasions a
few have seen Him already come. So in part at
least that return has been fulfilled. The Latter-
day Saints have a different conception from others
with reference to His return. It is not a return for
all the world to know. No, the few should see Him
return. In part that also was fulfilled when Joseph
Smith and Oliver Cowdery in the Kirtland Temple
saw a wonderful vision of Him. [There are] . . . four
verses of the Book of Doctrine and Covenants, as
their witniess concerning His appearance in that
sacred place:
The veil was taken from our minds, and the eyes
of our understanding were opened.
We saw the Lord standing upon the breastwork
of the pulpit, before us; and under his feet was a
paved work of pure gold, in color like amber.
His eyes were as a flame of fire; the hair of his
head was white like the pure snow; his countenance
shone above the brightness of the sun; and his voice
was as the sound of the rushing of great waters,
even the voice of Jehovah, saying:
I am the first and the last; I am he who liveth,
I am he who was slain; I am your advocate with
the Father. (Doctrine and Covenants 110:1-4.)
. . . The day will come when He shall appear and
the east and the west shall know it, and many shall
call for the rocks to fall down upon them to hide
them from His presence. He shall come to rule and
reign as King of kings and Lord of lords, and we
are preparing for that coming. That is the mission
of The Church of Jesus Christ of Latter-day Saints
in the world today, to prepare the people to receive
their King when He shall come.
Library File Reference: EKSURRECTION.
MAY 1967
203
...EVEN BY
STUDY"
by D. Chris Poulos'
Art by Dale Kilbourn.
Teacher Development Lesson for July
A noted British psychologist once said that in
the civihzed world most people continue some kind
of study as long as they live. I believe this is gen-
erally true. On the other hand, it is evident that few
of us make little, if any, effort to engage in formal,
sustained study relative to any particular field —
including that of religion.
It is encouraging to know that some people de-
cide to work at learning. A housewife in Phoenix
reared all her children and then went back to college
to get a teaching certificate. A California high school
girl worked extra hard to get straight A's, even
though she was already getting A's and B's. A sales-
man in Oregon enrolled in college to better his voca-
tional position. A father in California sat on the
back row of his daughter's seminary class to learn
the Gospel. A steel worker in Utah said, "Even
though I am 45 years old, I'm convinced that I can
still learn well enough to get what I've always want-
ed — a college degree. I don't care how long it takes,
I will get a degree; and I am going to enroll this
fall." For various reasons all these people were mo-
tivated to continue their education, and the degree
of success they attain will be directly related to the
effectiveness of their study habits.
What Is Study?
What is there about study that differentiates it
from other activities? The dictionary definition of
study includes the following statements:
1. The act of using the mind to acquire knowledge.
2. To investigate closely. 3. To think upon closely.
4. To be intelligently zealous. 5. Act of acquiring
knowledge by one's own efforts.
It seems to me that the major difference between
studying and other activities (reading, for example)
is in the degree of sustained effort. John A. Widtsoe
describes this need for intense effort in continued
learning, in religion as well as in secular fields:
. . . To understand religious truth it must be
studied. The Gospel of Jesus Christ comprehends
all other knowledge. It is the philosophy that ex-
plains the whole of man's relationship to the uni-
verse. It invites the deepest study and the severest
scrutiny. In religion as in science the more a sub-
ject is studied, the more perfect is our knowledge
of it. . . .
Failure to become acquainted with a subject
through careful study has led to many a disaster,
especially in the spiritual field. Men who have spent
years of study to perfect themselves in a science,
and only weeks in the systematic consideration of
religion, often set themselves up with splendid in-
difference to consistency as equally competent in
both fields. Religion demands studious attention if
it is to be understood. It is well to ask the blatant
unbeliever something about the serious study he has
given the subject.
. . . In the progress towards truth every traveler
must walk upon his own feet. Study of the prin-
ciples of truth is therefore required of alU
By way of brief summary:
1. Study involves sustained effort — hard work.
2. A study of anything is always, to some extent,
self-directed.
Why Study?
There are many reasons why one ought to want
to study. These include "learning for learning's
sake," increased economic security, the desire to ob-
tain eternal life, to became a better teacher, etc.
The Prophet Joseph Smith received two revela-
tions emphasizing the importance of study:
And as all have not faith, seek ye diligently and
iJohn A. Widtsoe, In Search of Truth; Deseret Book Company,
Salt Lake City, Utah, 1930; pages 116, 117.
*D. Chris Poulos is chairman of the Department of Education
Week Programs at Brigham Young University, where he received
degrees in psychology (B.S., l&ST; M.S., 1962 in counseling and
guidance) . He was born in Richmond, Kentucky, and became a
member of the Church in 1952. He married Gail Hartley and they
have three children. Brother Poulos now serves in the bishopric of
the BYU 6th Ward, BYU 2nd Stake; however he and his family
reside in Orem 23rd Ward.
204
THE INSTRUCTOR
teach one another words of wisdom; yea, seek ye
out of the best books words of wisdom; seek learn-
ing, even by study and also by faith. (Doctrine and
Covenants 88:118.)
And set in order the churches, and study and
learn, and become acquainted with all good books,
and with languages, tongues, and people. (Doctrine
and Covenants 90: 15.)
It is evident that all of us should actively seek
learning, even by study!
How To Study
Actually, "how to study" is about as broad and
complex a subject as "how to be good." Neither can
be taught simply nor quickly. Study is a behavior,
not merely a set of rules. In a sense, everyone who
has learned to read, write, and spell has learned
something about how to study, as these are all neces-
sary tools of communication which relate directly to
studying. However, study is a skill that can be
learned, and there is a great deal of research evi-
dence which indicates that considerable improve-
ment is possible through the application of specific
methods.
Some important prerequisites to effective study
include a regular study schedule, a quiet place for
concentration, and motivation to work on some body
of information in a sustained way. Now the ques-
tion is how to make the best possible use of the
time available. There are, of course, many approaches
to an actual study plan, but there are certainly some
general rules that might be better applied by all of
us. Dr. Francis P. Robinson of Ohio State Univer-
sity has devised a method, based on research, which
he calls "Survey Q 3 R." This formula represents
the words Survey, Question, Read, Recite, and Re-
view.
Some of Dr. Robinson's points might be adapted
to the study of self-development, teaching Sunday
School, upgrading vocational status, as well as for-
mal learning to attain success in elementary school,
high school, or college. Most of Dr. Robinson's
information deals with the study of books, but it can
be adapted to the study of manuals, class notes,
pamphlets, articles, etc.
I. Survey
A. Long-range survey:
1. Read the preface and introduction of a book
to determine what the author purports to do. Then,
as you continue reading, you can intelligently de-
termine whether he is communicating properly and
accomplishing what he set out to do.
2. Read the Table of Contents — this is the "road
map" of a book. The answer to a problem may be
found readily in the early chapters. You then go
on to another source.
3. Glance through the book to determine num-
ber of pages and pictures, size of print, presence of
graphs and charts, etc. These vary greatly in books.
If you are aware of these things you can allocate
your study time to those sources which have the
specific helps you need.
4. Develop a research attitude and seek infor-
mation in addition to that suggested or assigned by
someone else. Develop a "second-mile" attitude
about studying as well as in other aspects of be-
havior.
B. Short-range survey:
1. Look over the headings of each chapter to
determine quickly how that body of information
will be developed.
2. Glance over the final summary paragraph (if
one is available) before starting a chapter. This will
help you get a total picture of the ideas developed
in the chapter.
II. Question
A. Turn each heading into a question.
B. Now read the material in an effort to answer
that question as you read. If you aren't actively
asking and answering questions while reading, prob-
ably you aren't concentrating properly.
C. If the material isn't amply clear, make a note
either in the book or on a separate piece of paper.
Study with a pencil in hand. If a point isn't clear
at the first reading, be sure to get it clarified later,
either from another reference or from an authority
in the field.
D. Refer often to a dictionary, thesaurus, ency-
clopedia, and other standard references. Presently
available at little cost are many paperback books
designed to help improve vocabulary, reading ability,
spelling, grammar, and other basic tools of study.
As you improve these basic tools, you improve your
ability to learn.
III. Read
Obviously, if you have been asking and answering
questions posed in a book, you have been reading.
A word should be said about some overlap of the
points in the Survey Q 3 R method. No doubt we
all apply some of these points when we study. Others
are sometimes ignored or forgotten. They are mere-
ly separated and emphasized here so that we will
learn to focus on them specifically and thereby gain
some insights to help us study more effectively.
In this formula the key to reading is to read
(Concluded on page 210.)
MAY 1967
205
A CHILD
PRAYED
by Ottella Tyndall*
"... Suffer little children to come unto me, and
forbid them not: for of such is the kingdom of God."
(Luke 18:16.)
"And they shall also teach their children to
pray , . ." (Doctrine and Covenants 68:28.)
One of life's most important lessons is the lesson
of prayer. When a child first begins to speak, he
learns that he can talk to his earthly father and
receive help. Then he learns he can talk to his Heav-
enly Father. If he continues to do so through the
years, the child's faith will grow; and as he meets
problems, he will not face them alone, no matter
where he may be.
Keller's Experience
Keller^ dug another hole in the pile of dirt he
had played in while his family stood by Grand-
father's new grave and talked. The funeral had been
earlier that day, but Keller and his mother and
father and some other relatives had returned to the
cemetery in the late afternoon to pay their last
respects to his grandfather.
Four-year-old Keller loved his grandfather, but
he had become tired just standing so he had wan-
dered a short distance away and found the dirt
pile.
Keller dug another hole. The sun had gone down
and some of the holes became shadows on the dirt.
Keller began building a bridge.
"Keller," his mother called.
"Yes?" he answered.
"Go get in the car. We're leaving in a few min-
utes."
"Okay."
Keller worked on his bridge, mounding up the
(For Course 1, lessons of July 16 to 30. "We Talk To Heavenly
Father," "We Pray Alone," and "We Pray with Other People"; for
Course la, lessons of May 14 and 21, "Heavenly Father Wants Us To
Talk to Him" and "We Pray at Home"; for Course 3, lesson of July
2, "We Are Commanded To Pray"; for Course 7, lesson of May 28,
"Ask, And It Shall Be Given You"; and of general interest.)
*Ottella W. Tyndall teaches child development and is head teach-
er in the laboratory for preschool children at Brigham Young Uni-
versity. She obtained her B.S. and M.S. degrees from BYU. She is
a member of the National and Utah Associations of Nursery Edu-
cation. Sister Tyndall and her husband, Clarence, are parents of
three children. They live in Oak Hills 4th Ward, East Sharon (Utah)
stake.
iReller is the son of Verl and Vivian Clark, Oak Hills 4th Ward,
East Sharon Stake, Provo, Utah.
Keller knelt beside Grandfather's grave and prayed.
dirt and packing it level, sloping the sides and mak-
ing the end smooth off into a neat dip.
Keller Ustened; he didn't hear voices anymore.
It was getting dark so he gave his bridge a few more
pats and then got up and walked over to Grand-
father's grave. No one was there. Mother was gone,
Father was gone, everyone else was gone. Keller
caUed loudly, "Mother!"
206
THE INSTR UCTOR
He ran to where the car had been parked. The
car was gone! His family had left and he was alone
in the cemetery. Mother had told him to get in the
car, but he had not obeyed her; and now he was
alone. He called again, "Mother!"
What could he do? He walked back to Grand-
father's grave. Darkness crowded around him. Keller
began to cry. He was scared, but he knew what
his mother and father did at home when they need-
ed help and they didn't know what to do. Keller
dropped to his knees by the graveside and prayed.
"Dear Heavenly Father, please help me. Please
let my Mother think where I am and come and get
me. In Jesus' name. Amen."
After he prayed, Keller huddled by the grave,
close to his grandfather. He thought he heard a coy-
ote howl. He yelled as loud as he could, "Mother!"
Then he waited. He knew his Heavenly Father was
near and would take care of everything because his
Heavenly Father loved him; and he knew his grand-
father loved him, so he would stay close beside
Grandfather until Mother came.
Then Keller heard the car stop. He jumped up
and ran. Daddy scooped him up in his arms. "I love
you, Daddy," Keller cried in relief. "And I'll do
what you say all the rest of my life."
When they were in the car on the way home and
Keller was curled up safe in his mother's lap, he
said, "I prayed you would think where I was."
"And I did, Keller," Mother said. "It came to
me just like a flash that you were in the cemetery."
Keller smiled, "Our Heavenly Father always helps
us when we need Him and ask Him, doesn't He?"
To the Teacher
Too frequently adults do the talking and telling
during a lesson presentation and expect children to
listen. Children do need to listen but they also need
to converse and clarify their thinking. I would hke to
share with you a conversation I had with Keller
about prayer and this experience.
"Keller, why do we pray to our Heavenly Father?"
"Because He gave us so many things."
"What did He give you?"
"Flowers, food, crops."
"Before you were born you lived with our Heav-
enly Father. We all lived with our Heavenly Father.
When you came to Hve with your father and mother,
you could not see your Heavenly Father any more.
But He still loves you. He wants you to talk to
Him. How do you talk to Him?"
"When we pray."
"How do you begin a prayer?"
"You say, 'Our Dear Heavenly Father, thank
you for all the things you have done for me.' "
"Then what do you say?"
"You pray that you will be safe your whole life
and never do anything wrong your whole life."
"How do you end a prayer?"
"In Jesus' name. Amen."
Re-living Keller's Experience:
"What did you do when you found you were
left at the cemetery?"
"I kind of cried, and then I used my brain and
prayed that my mother would think where I was."
"Were you afraid?"
"I just wanted my mother. It got real dark and
I was scared. I'm scared when I'm alone and I im-
agine things like coyotes barking."
"Did you think your Mother would come?"
"Yes, I did."
"How did you feel after you had prayed and
asked for our Heavenly Father's help?"
"Just like I'd been taken care of and nothing
can hurt you. I feel like He was just next to me
and listening to me."
"Why did you think our Heavenly Father could
help you?"
"Because He has power to do it."
Teacher's Comment:
Our Heavenly Father wants us to pray to Him be-
cause He loves us and He wants to help us. We have
a good feeling inside of us when we pray. We know
our Heavenly Father will hear our prayers. Some-
times He does not answer our prayers in the
way we want Him to, but answers them in a way
He knows is best for us.
The Story, Continued:
"After you got through praying, what happened?"
"I yelled one more time and here came my
mother and father in the car."
"How did you feel when you saw your mother
and daddy?"
"I feeled sorry for being naughty."
"How had you been naughty?"
"My mother told me to get in the car because
we were going home in a few minutes and I didn't.
I just played in a dirt pile."
"What did you say when you saw your father
and mother?"
"I love you. I will do what you say all the rest
of my life."
"Why do you think your mother knew where
you were?"
{Concluded on page 210.)
MAY 1967
207
Titles and Dates of Sunday School Lessons by Courses
3rd Quarter 1967
COURSE OF
STUDY-! 967
Course No. 1 :
A Gospel
of Love
Course No. la:
Beginnings of
Religious Praise
Course No. 3:
Growing In
the Gospel
Part II
Course No. 5:
Living Our
Religion, Part II
Course No. 7:
History of the
Church for
Children
Course No. 9:
Scripture Lessons
in Leadei-^ip
APPROXIMATE
AGES-1967
Nursery
3
Advanced Nursery
4
Kindergarten
5, 6
Primary
7. 8
9, 10
11, 12
Date of Lesson
JULY 2
1 Think of
Jesus
(32)
Pres. David O.
McKay
(34)
We Are
Commanded
To Pray
(30)
Pore
in Heart
(35)
Pioneer Life
in Utah
(35)
A Leader Is
Against Evil
(29)
JULY 9
1 Put Things
Where They Be-
long at Sunday
School (33)
Prophet Elijah
Nooh and
the Great Rain
(35, 36)
We Are
Commanded
To Be Reverent
(31)
Am 1
My Brother's
Keeper?
Tolerance
Peacemakers
(36, 37, 38)
What It Means
To Be a Pioneer
The Pioneers
in Your Family
(36, 37)
A Leader Has
Righteous Friends
(30)
JULY 16
We Talk to
Heavenly
Father
(34)
David, the
Shepherd Boy
David Becomes a
Great King
(37, 38)
We Keep the
Sabbath Day
Holy
(32)
Peace Is a
Personal
Problem
(39)
Making the
Church Stronger
(38)
A Leader
Repents
(31)
JULY 23
We Pray Alone
We Pray with
Other People
(35, 36)
Baby Moses
Was Protected
Moses, a
Great Leader
(39, 40)
The Word
of Wisdom
(33)
Persecution
(40, 41)
Prophets
Direct the
Church
(39)
A Leader Seeks
the Kingdom
of God
(33)
JULY 30
We Pray at
Sunday School
(37)
We Learn
How To Live
(41)
We Pay
Tithing
(34)
Dare To
Do Right
(42)
Brigham Young,
the Second
President
(40)
A Leader
Produces
Good Fruits
(34)
AUGUST 6
We Are Kind to
Each Other at Home
We Are Learning
To Be a Kind
Brother or Sister
(38, 39)
Our Families
Our Friends
and Neighbors
(42, 43)
Forgiveness
(38)
Courage To
Do Right
Courage of
Daniel
(43, 44)
John Taylor
Wilford Woodruff
(41, 42)
A Leader
Perseveres in
Doing Right
(35)
AUGUST 13
Neighbors Should
Be Kind to
Each Other
(41)
Our Animal
Friends
We Share
with Others
(44, 45)
The First
Presidency
The Church Has
Twelve Apostles
(39, 40)
Nephi Was
Blessed
"Ye Shall Have
Great Joy"
(46, 47)
Lorenzo Snow
Joseph F. Smith
(43, 44)
A Leader Honors
His Parents
(36)
AUGUST 20
We Are
Learning To Be
Kind Everywhere
(42)
Our Many Helpers
Thanks to Our
Heavenly Father
(46, 47)
The Sacrament
Is in
Remembrance
of Jesus (50)
The Courage of
Prophel
Joseph Smith
(48)
Heber J. Grant
George Albert
Smith
{45, 46)
Review
(37)
AUGUST 27
People Are
Kind to Us at
Sunday School
(43)
We Care.
For Ourselves
Right Choices
We Grow Bigger
(48, 49, 50)
t Would Follow
in His
Footsteps
(52)
"Ye Are the
Salt of
the Earth"
(49)
David O. McKay
Our General
Authorities
(47, 48)
A Leader
Seeks the Lord
(38)
SEPTEMBER 3
SEPTEMBER 10
New Course
js will begin he
in The Instrud
re— Chart will b
tor, July, 1967
e published
SEPTEMBER 17
SEPTEMBER 24
Numbers in parentheses are manual lesson numbers.
Note to teachers in Northern Hemisphere: In some courses lessons
have been combined, and in others, lessons have been omitted so
that all courses will be completed by the end of August, 1967.
208
THE INSTR UCTOR
Titles and Dates of Sunday School Lessons by Courses
3rd Quarter 1967
Course No. 11:
History of the
Restored Church
Course No. 13:
Principles of the
Restored Church
at Work
Course No. 15:
Life in
Ancient America
Course No. 19:
The Articles
of Faith
Course No. 23:
Teaching
the
Gospel
Course No. 25:
Gospel Living
in the Home
Course No. 27:
The Gospel in the
Service of Man
Course No. 29:
A Marvelous
Work and
a Wonder
13, 14
15, 16
17, 18
19, 20, 21, 22
Preservice
Teachers-
Adults
Family
Relations-
Adults
Gospel Doctrine
Adults
Gospel
Essentials-
Adults
Pioneer Trail
Blazing
Pony Express
Over and Stage
and Telegraph
(38, 39)
Helps to
Safety and
Happiness
(37)
Alma
and Amuiek
(27)
The Book
of Mormon
(Continued)
(26)
i
3
d
u>
_c
"c
1
1
.2
o>
c
i
8
M
c
o
a.
Q.
E
8
-0
c
□
V)
1
s
o
:£
Ol
c
'%Z
3
a
Towards
Spiritual
Maturity
(33)
Marriage and
the Family
(21)
True Church,
A Missionary
Church
(27)
United Order
(40)
Review
(38)
Mission
to the
Lamanites
(28)
Revelation
(27)
Free Agency
and Choice
(34)
The Church
and State
(22)
A Voice
of Warning
(28)
Welfare Plan
(41)
Detours
(39)
Mission
to the
Zoramites
(29)
Dispersion and
Gathering of
Israel— Zion,
Christ's Reign
on Earth
(28)
Tests and
Trials
(35)
Man and
Nature
(23)
His
Many
Mansions
(29)
Early Church
Schools
Educational Ideas
of Brighom Young
(42, 43)
Testimony
(40, 41, 42)
Helaman
(30)
The Resurrection
(29)
Review
Review
Road to
Salvation and
Exaltation
(30)
Present Program
of the Church
(44)
Prayer
Prayer and
Testimony
(43, 44)
Shiblon
(31)
Religious Liberty
and Toleration
(30)
Man: Created
and Creator
(36)
Caring for
the Body
(24)
Whence
Cometh
Man?
(31)
Church
Auxiliaries
(45)
Responsibility
(45)
Corianton
(32)
Submission to
Secular Authority
(31)
Hidden
Treasure
(37)
The Inner
Life
(25)
Foreordination
(32)
Social Program
of the Church
(46)
Paying the
Bills
(46)
Moroni
vs.
Zarahemnah
(33)
Practical Religion
— Home and
Marriage
(32)
Joy Comes
through
Obedience
(38)
Daily
Work
(26)
Sons and
Daughters
of God
(33)
Expansion of
Mormonism
Effects of
Expansion
(47, 48)
Paying the
Bills
(Continued)
(47)
Moroni
vs.
Amalickiah
(34)
Practical Religion
— Spirituality
(33)
Priorities
and
Emphases
(39)
Completion of
the Plan
(27)
Why Is
Man Here?
(34)
Review
(49)
My Brother's
Keeper
(48)
Moroni
vs.
Ammoron
(35)
Practical Religion
—Benevolence of
the Church
(34)
The Personal
Commitment
(40)
Review
Marriage and
Family
Relationships
(35)
MAY 1967
209
EVEN BY STUDY'
{Concluded from page 205.)
actively! Make the simple ink marks on paper come
alive. This often takes a great deal of concerted
effort. But remember, most new information can be
made vital if related to other experiences in your
repertoire of knowledge. It is this process of asso-
ciation of new information to known ideas that
makes studying a dynamic process.
IV. Recite
There are tWo concepts to keep in mind here:
A. Repetition tends to enhance recall. The more
material is repeated, the more likely it is to be re-
membered. For example, we seldom forget our
names simply because we have repeated them so
often — we have overleamed them.
B. Bringing more than one of the senses to bear
in the learning situation often enhances remember-
ing. For example, in learning a long list of words,
it may help your recall to look (sight) away from
the book and then write (touch) the words on the
board as you repeat them out loud (sound).
If the material is repeated often enough using
the various senses, you will certainly increase the
probability for remembering, in terms of both quan-
tity and quality. This is sometimes accomplished
by studying in small groups.
V. Review
To "re-view" means to look at something again.
Too often we try to understand and remember at
the same time. Research has demonstrated that it
is better to distribute than to mass study time. In
other words, if you have eight hours to devote to
a given subject, it is better to space this in four
two-hour periods than in one eight-hour period. This
means that for maximum results you should not
"cram" — either for a test or for teaching a Sunday
School class.
A great deal has been written about the subject
of "How to Study." Articles, pamphlets, and text-
books are available. Formal courses are offered by
public school adult education programs and by col-
leges and universities.
The more of these helps we use, the more we
will learn about the development of study skills
. . . "even by study!"
Library Pile Reference: LEARNING.
A CHILD PRAYED (Concluded from page 207.)
"Because I prayed. My mother said it came to
her just like a flash where I was."
Teacher's Comment:
There are many times that we can pray to our
Heavenly Father and ask Him to help us. We can
ask for His help when we are lost or afraid, as
you did. When someone is sick we can pray to our
Heavenly Father to bless him. We can pray to Him
in Sunday School or Primary. We can pray to Him
at night and in the morning and thank Him for the
things He gives us and ask Him to protect us. We
pray to Him before we eat each meal and thank
Him for our food and ask Him to bless it. Isn't it
good to know, when you are alone and no one else
is around, that you can pray to our Heavenly Father
and He will help you?
"It seems like when you pray to our Heavenly
Father He's just right next to you."
"Do you think our Heavenly Father is very far
away from us?"
"No, I think He's right close to me, but He's
far away."
"Can He be far away and still help us?"
"Yes, He knows everything. He has so much
power. And He will help us wherever we are, because
He loves us very much."
Conclusion
Keller was given a chance to express himself and
was helped to clarify his thinking about prayer. His
strong desire to pray can be attributed to the' atmos-
phere of his home. Worshipful experiences in Sun-
day School helped him express himself through
prayer. Receiving blessings for which he has prayed
has developed a faith in God, giving him a sense of
security which will sustain him throughout his life.
Keller has learned the meaning of the following lines:
/ love my Heav'nly Father,
Tho' Him I cannot see,
But every time I pray to Him,
Then He is near to me.
And He will gladly help me,
In all my work or play,
If I will but remember,
To ask Him every day.^
^Course 1 Sunday School Manual, A Gospel of Love; Deseret
Sunday School Union, Salt Lake City, Utah, 1961; page 233.
Library File Reference : PRAYER.
210
THE I NSTR UCTOR
Ik Wmdis 0f Jem
by Robert J. Matthews
The power to work miracles is one of the gifts of
the Spirit. Jesus* miracles constitute a major ele-
ment of His ministry.
The Four Gospels contain accounts of Jesus'
miracles but not many of His comments concerning
them. However, available references are informative:
"... I cast out devils by the Spirit of God."
(Matthew 12:28.)
Also: "... I with the finger of God cast out
devils." (Luke 11:20.)
Jesus said He had "done among them the works
which none other man did" (apparently referring to
His miracles). (See John 3:2; 7:31; 15:24.) Jesus
apparently regarded His miracles as part of the evi-
dence of Hid divine calling, for when the messengers
from John the Baptist came asking if He were the
one they were to look for; He repUed: ". . . the blind
see, the lame walk, the lepers are cleansed, the deaf
hear, the dead are raised. . . ." (Luke 7:20-22.)
Characteristics of Jesus' Miracles
Jesus' miracles show certain definite character-
istics in exact harmony with His divinity:
1. They had a high moral purpose. They were
always beneficent and compassionate and
done to further the purposes of the Father.
2. They were never for a selfish purpose, as
evidenced by Jesus' refusal to turn stones
into bread (Matthew 4:3-4), or to save Him-
self from death (Matthew 26:53), or to come
down from the cross (Mark 15:29-32). Yet
He was willing to turn water into wine, to
multiply a few fishes and loaves to feed thou-
sands, and to do any number of things for
other people.
3. They do not appear to be pre-planned or pre-
meditated, but seem to arise out of the situ-
ation at hand.
It is also evident that where faith was lacking,
great miracles could not be manifest. At Nazareth
"he could ... do no mighty work, save that he laid
his hands upon a few sick folk, and healed them.
(For Course 5, lessons of June 11 and July 30, "Heavenly Father
and Jesus Christ" and "Dare To Do Right"; for Course 7, lesson of
May 28, "Ask and It Shall Be Given You"; for Course 9, lesson of
July 30, "A Leader Produces Good Fruit"; for Course 15, lesson of
July 2, "Alma and Amulek"; for Course 19, lesson of May 28 "Spiri-
tual Gifts"; for Course 27, lessons of May 7 and July 16, "Priesthood"
and "Man and Nature"; and of general interest.)
MAY 1967
And he marvelled because of their unbelief. . . ."
(Mark 6:5-6. See also 3 Nephi 19:35, 36.)
Methods of Healing
1. The use of materials.
The Gospels do not record any instances of Jesus
using medicines, not even juices of herbs or grasses.
Jesus used spittle in healing (Mark 7:33; 8:23);
and also clay made with spittle (John 9:6); and
perhaps oil. It is nowhere stated that Jesus used
oil in healing, but the disciples did (Mark 6:13;
James 5:14-15) under His direction.
2. Touching and laying on of hands.
Jesus touched a leper (Matthew 8:3), the hand
of Peter's mother-in-law (Matthew 8:15), the eyes
of blind men (Matthew 9:29; 20:34), the tongue
of the deaf and dumb man (Mark 7:33), and
the servant's ear (Luke 22:51). He put His finger
in the ears of the deaf man (Mark 7:33).
3. By the "word."
It is frequently mentioned that Jesus healed by
the "word." Although often He was near enough
to touch the affHcted persons, it is not always ex-
pressly stated that He always had physical contact
with them. Some healings were so far distant from
His person that no physical contact was possible.
(See Matthew 8:5-13.) These were done by His
word only.
4. Permanency.
There is no record of Jesus experiencing a fail-
ure (which would be unthinkable and impossible),
nor any instance of a healing being temporary. The
scriptures indicate His healings to be quite imme-
diate, complete, and permanent (assuming that the
subjects remained faithful after the event) .
Speaking Directly to the Elements
In performing miracles Jesus exercised the power
He held. He spoke directly to the elements or to
the person involved, rather than asking the Father
to accomplish the act. He likewise spoke directly
to the evil spirits, commanding them to "come out."
(Mark 1:25.)
(Concluded on following page.)
211
THE MIRACLES OF JESUS (Concluded from preceding page.)
When discoursing upon faith, Jesus said that
one may "say unto this mountain, Remove hence . . .
and it shall remove." (Matthew 17:20.) When still-
ing the tempest, He "rebuked the wind, and said
unto the sea, Peace, be still." (Mark 4:39.)
Purpose of Miracles
The Prophet Joseph Smith had a key for under-
standing the scriptures. Said he:
/ have a key by which I understand the scrip-
tures. I enquire, what was the question which drew
out the answer. . . . To ascertain its meaning, we
must dig up the root and ascertain what it was that
drew the saying out of Jesus.^
Although the Prophet said this in relation to par-
ables, its application is equally useful in understand-
ing the purpose of the miracles. Since there are
several different kinds of miracles, it follows that
there would be more than one purpose involved at
different times.
The basic purpose for Jesus* miracles would seem
to be His compassion and love for mankind. Especial-
ly in healings and raising the dead do we find His
love and compassion manifest. (Matthew 14:14;
Luke 7:13-15.) Other types of miracles perhaps were
prompted by practical considerations, even by a de-
sire to teach:
1. To give evidence of His divine mission and power,
so that the honest in heart would believe, and
the believers would be strengthened. (Matthew
. 9:5; 11:2-6; John 2:11; 3:2; 4:53; 9:3-4; 11:
47-48; 14:10-11.)
2. To teach His disciples that He was Master of
the elements on the land, on the sea, in the air,
and also of the unseen world.
a. He turned water into wine (John 2:1-11),
and twice miraculously provided great quan-
tities of food. (Matthew 14:14-21; 15:29-39.)
b. He walked on the water (Matthew 14:25-26)
and three times performed miracles involving
live fish of the sea. (Matthew 17:24-47; Luke
5:1-11; John 21:1-U.)
c. He calmed the storm. (Mark 4:35-41.)
d. He cast out devils and controlled them at His
will. (Mar^ 1:23-27; 9:17.)
e. He read men's innermost thoughts. (Matthew
12:25; Luke 5:22; 6:8; 9:47; 11:17-27.)
3. To demonstrate that He had power over death.
(Luke 8:41-56; 7:11-15; John 11:1-45.)
4. To demonstrate His ability to heal the soul as
well as the body. (Mark 2:1-12.)
^Teachings of the Prophet Joseph Smith, compiled by Joseph
Fielding Smith; Deseret Book Company, Salt Lake City, Utah, 1958;
pages 276, 277.
5. To expose the narrow, contracted, self-righteous
views of the scribes, Pharisees, and Sadducees.
(Mark 3:1-6; Luke 13:10-17; 14:1-6.) *
6. To cause men to realize their spiritual infirmities
and to raise their thoughts to higher truths. (Mat-
thew 21:18-21; Mark 2:1-11.) *
True Faith and Miracles
It is important to observe that while miracles
may strengthen the faith of those who already be-
lieve, they do not serve to create faith in unbelievers.
Jesus emphatically refused to give the Pharisees a
sign from heaven to satisfy their curiosity, and told
them that it was "an evil and adulterous generation"
that required a sign. (Matthew 12:38-39; Mark
8:11-21; Luke 11:16, 29.) Likewise, Herod "hoped
to have seen some miracle done by him . . . but he
answered him nothing." (Luke 23:8-9.)
Far from converting unbelievers, the miracles
Jesus performed often made His enemies all the ^
more antagonistic and prompted them to seek op- m^
portunity to destroy Him. (See Mark 3:1-6; Luke
13:10-17; John 11:46-48.)
Those ". . . that seeketh signs shall see signs,
but not unto salvation. . . . Faith cometh not by
signs, but signs follow those that believe." (Doctrine
and Covenants 63:7-12.) Those who have to be con-
verted by miracles probably will require additional
miracles to maintain their faith.
Jesus Among the Nephites
During His ministry to the Nephites Jesus asked
them to bring their sick and afflicted to Him and
He would heal them. Nephi specifically listed the
lame, blind, halt, maimed, leprous, withered, deaf,
and "afflicted in any manner."' When they were
brought, Jesus healed every one of them (including
those who were dumb — not specifically stated in the
first category) . He stated that His desire was moti-
vated by His compassion and their faith. (3 Nephi
17:29.) Jesus said, "So great faith have I never seen
among all the Jews; wherefore I could not show unto
them so great miracles, because of their unbelief."
(3 Nephi 19:35. Compare with Mark 6:5-6.)
Conclusion
Without miracles, the Gospel would be an in-
complete history, and it would be totally inadequate
to save the souls of men. Members of The Church
of Jesus Christ of Latter-day Saints have the tools
for correctly understanding the miracles contained in
the Gospel record and for seeing their essential place
in the Gospel of Jesus Christ.
Library File Reference: JESUS CHRIST— MIRACLES.
212
TH E ! NSTRUCTOR
isM-
HEALINGS
Palsy
Issue of blood
Fever
Leprosy
Blindness
Withered hand
Impotent man
Malchus' ear
Dumbness
Dropsy
Speech impediment
Deafness
Diseases
Ik Mimlts oi Jesus
MIRACLES OF NATURE
Calming a storm
Changing water into wine
Feeding 4000
Draught of fishes
Fig tree cursed
Walking on water
Feeding 5000
Money in fish's mouth
Second draught of fishes
THE DEAD RAISED
Jarius' daughter
Son of widow of Nain
Lazarus
OTHERS
Passing in crowd unseen
Forgiving sin
Reading men's thoughts
Resurrection from dead
Casting out devils
■KS£%3:&t>l^M>^^;^ ^
15.
16.
Peter's mother-in-law healed of a
fever. (Matthew 8; Mark 1; Luke 4.)
A leper healed. (Matthew 8:1-4.)
Two blind men healed. (Matthew
9:27-31.)
Deaf person with speech impedi-
ment healed. (Mark 7:32-37.)
Blind man healed. (Mark 8:22-26.)
Issue cff blood healed — ^touched his
garment. (Matthew 9:20-27.)
Man born blind, healed. (John 9:
1-7.)
Woman with eighteen-year infirmity
healed. (Luke 13:11-13.)
Two blind men healed. (Matthew
20:29-34.)
Malchus' ear healed. (Luke 22:50,
51.)
Man healed of palsy. (Matthew 9:
2-8.)
Impotent man healed at pool of
Bethsaida. (John 5:2-9.)
A man's withered hand healed,
(Luke 6:6-10.)
Man with dropsy healed. (Luke 14:
1-4.)
Ten lepers healed. (Luke 17:11-19.)
Bartimaeus healed of blindness.
(Mark 10:47-52.)
2.
SCRIPTURE REFERENCES
17. Nobleman's son healed. (John 4:
46-54.)
18. Centurion's servant healed of palsy.
(Matthew 8:5-13.)
19. All that were diseased in the land
of Gennesaret were healed. (Mat-
thew 14:34-36.)
20. Multitudes brought the lame, blind,
dumb, maimed, and many others
and Jesus healed them. (Matthew
15:29-31.)
21. Many that were diseased were
healed. (Mark 1:32-34.)
MIRACLES OF NATURE 2.
1. Jesus walks on the sea. (Matthew 3.
14:24-33.)
2. Five thousand fed. (Matthew 14: 4.
14-21.)
3. Four thousand fed. (Matthew 15:
29-38.) 5.
4. Changed water into wine. (John 2: 6.
1-11.)
5. Draught of fishes provided. (Luke 7.
5:1-11.)
6. Fig tree cursed. (Matthew 21:18, 8.
19.)
7. Second draught of fishes. (John 9.
21:1-8.)
8. The storm calmed. (Matthew 8:23- 10.
27.)
THE DEAD RAISED
Jarius' daughter raised. (Matthew
14:24-33.)
Restored life to son of widow of
Nain. (Luke 7:11-17.)
Lazarus raised from the dead.
(John 11:43, 44.)
OTHERS
A demoniac child healed. (Matthew
17:18.)
Jesus passed unseen through hos-
tile crowd. (Luke 4:28-30.)
An unclean spirit cast out. (Mark
1:21-28,)
Devils cast out of two Gadarene
demoniacs. (Matthew 8:28-34; Mark
5:1-20; Luke 8:6-29.)
A devil cast out. (Luke 11:14.)
Money in fish's mouth. (Matthew
17:24-27.)
A blind and dumb demoniac healed.
(Matthew 12:22, 23.)
Seven devils cast out of Mary Mag-
dalene. (Mark 16:9.)
A palsied man forgiven of sin.
(Mark 2:8, 9.)
Jesus is risen. (Matthew 28:6-10.)
THE INSTRUCTOR MAY 1967
Compiled by Robert J. Matthews.
Second Class Postage Paid
at Salt Lake City, Utah
MOST KINGLY GIFT
AIRLINE STEWARDESS:
"NOW STEP OUTSIDE AND CARE ABOUT OTHERS.'
Our home was burglarized not
long ago. It happened in broad
daylight, while all were away. The
thief took our color television set,
the stereo, our son's transistor
radio, and some jewelry.
Fortunately, insurance covered
the stolen items.
But there was a real loss to me
in the contents of a black leather
case about the size of a college
dictionary. The contents were per-
sonal treasures: A Boy Scout med-
al or two, a small school pin, a
couple of college fraternity badges,
a watch fob won in a tennis tour-
nament years ago, a service club
lapel pin, a souvenir medallion
from England, a favorite boyhood
marble with rings of orange, brown
and white, and other prized me-
mentos.
It was a chilling thought to real-
ize that probably none of these
small trophies which had been
carefully guarded through the
years could ever be regained.
The loss caused me to think:
"What are my greatest treasures?"
What are yours?
When you list them all, unques-
tionably your greatest possession
is you yourself.
One of recorded history's most
momentous meetings occurred on
"an exceedingly high mountain."
There Moses talked face to face
with God. The Lord showed Moses
the earth, "and there was not a
particle of it which he did not be-
hold."^ God showed him the peo-
(For Course 9, lessons of May 21 and July
30, "A Leader Shares" and "A Leader Pro-
duces Good Fruits"; for Course 13, lesson of
July 16, "Detours"; for Course 25, lessons of
June 18 and July 30, "Maturing the Emo-
tions" and "Man: Created and Creator"; for
Course 27, lesson of July 30, "Caring for the
Body"; for Course 29, lessons of June 4 and
July 23, "Candidates for Godhood" and "Road
to Salvation and Exaltation"; and of general
interest.)
^Moses 1 :27.
pie of the earth, "and there was
not a soul which he beheld not."^
Then the Lord said: "For behold,
this is my work and my glory —
to bring to pass the immortality
and eternal life of man."^
The Lord did not tell Moses
that His supreme work was to
build His kingdom on earth. His
work and His glory was to exalt
man. That means you.
Jesus repeatedly said that His
mission was to make life more
abundant for the individual.
Speaking to the eleven after their
memorable last supper. He said,
"He that believeth on me, the
works that I do shall he do also."*
Jesus aimed to make of every man
and woman something greater.
If you yourself are your greatest
possession, then you should know
yourself better than all else that
you own.
Tonight I have been reading a
challenging article, "The Power to
See Ourselves," by Paul J. Brown-
er, a consulting psychologist to
management. The article appears
in the book, How Successful Exe-
cutives Handle People, published
by Harvard University.'^ The ar-
ticle suggests that to be more ef-
fective, to be happier, every man
should continue to examine him-
self. Every man changes with new
experiences, with varying duties,
and with new situations. A man is,
or should be, different when he
becomes a sales manager after be-
ing a salesman; a principal, after
serving as a teacher. Growth comes
through seeing yourself as what
2Moses 1:28.
«Moses 1:39.
*John 14:12.
^Contents of book copyrighted by president
and fellows of Harvard College, Cambridge,
Mass., 1951-1965.
Art by Dale Kilbourn.
you may become and then striv-
ing toward that goal.
"I used to think it was awful to
love yourself," an esteemed neigh-
bor woman recently said. "I don't
any more. I love and care about
myself. When I do, I can walk out
into the world feeling good with
myself, and I lose myself in trying
to serve others."
She told how she had learned
some of this power of knowing and
loving herself through her daugh-
ter, an airline stewardess. "She
always spends a long time primp-
ing. Then she will bounce out of
her room saying cheerily, 'All right,
Linda, you've given yourself a lot
of attention. Now step outside and
care about others.' "
Two management consultants,
Joe Batten and Leonard C. Hud-
son, are coauthors of an article,
"How to Live a Fuller Life."« They
stress that life becomes richer,
more abundant, as we give to
others that which is most precious
— ourselves. It is a bigger, strong-
er person who can each day resolve
to give a little of himself to every-
one he meets, the authors suggest.
Life's greatest prize is not in a
little black leather case nor in a
bank deposit box. It is in you.
Every man needs to consider him-
self a king, and then keep giving
away the most kingly of gifts —
himself. — Wendell J, Ashton.
^Nation's Bvsiness, February, 1967, pages
78-80.
Library File Reference: SERVICE.
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